biomedical engineering homework

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You are here, beng 100: frontiers of biomedical engineering,  - what is biomedical engineering.

Professor Saltzman introduces the concepts and applications of biomedical engineering, providing an overview of the course syllabus, reading materials for lecture and labs and grading logistics. Various pictures are shown to highlight the current application of biomedical engineering technologies in daily life (eg. chest x-ray, PET scan, operating room, gene chip, transport). Next, living standards and medical technologies of the past and present are compared to point out the impact of biomedical engineering as well as areas for improvement in the field. Finally, Professor Saltzman draws references from the poem “London Bridge” to illustrate some societal issues in making materials and devices in biomedical engineering.

Lecture Chapters

• Introduction
• Biomedical Engineering in Everyday Life
• A Brief History of Engineering
• Biomedical Engineering in Disease Control
• Course Overview and Logistics

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Example Lesson Scenario: Biomedical Engineering

Scenario: In her introductory Biomedical Engineering course, Jane is teaching her 40 students about refraction and how it applies to corrective lenses for vision. She wants students to learn how the design of corrective lenses are based on Snell’s Law of Refraction, which in turn is based on Fermat’s Principle.

By the end of her 90-minute lesson, Jane would like her students to be able to:

• Describe why myopia is a refractive disorder
• Differentiate between reflection and refraction
• State Fermat’s Principle
• Explain in their own words how Fermat’s Principle leads to the Law of Reflection
• Explain in their own words how Fermat’s Principle leads to Snell’s Law of Refraction
• Apply Snell’s Law of Refraction to determine the path of a given ray of light through a given lens
• Describe how lenses can correct for myopia.

This example contains 10 poll questions and uses the following poll types:

• 3 x Multiple Choice
• 1 x Word Cloud
• 1 x Q&A
• 1 x Rank Order
• 3 x Clickable Image
• 1 x Open-ended

Introduction to Refractive Disorders (20 minutes)

Jane begins her lesson with a case study of a young boy who has trouble viewing what his teacher writes on the blackboard, but is able to read a book that he is holding. Jane projects the anatomy of the eye and briefly describes the different parts of the eye and how incoming light rays are focused on the retina. She mentions light bending, but does not yet refer to it as refraction.

Jane then asks her class to diagnose the boy’s condition.

Many students select the correct answer, but not all students know what all the different terms mean. Jane asks for volunteers to define each term and explain why they think it is or is not the correct answer. She then confirms the correct answer.

Next, Jane asks her students to explain how myopia leads to near-sighted vision.

Jane explains that in the case of myopia, the light rays that travel from a distant object and enter the eye focus in front of the retina instead of on it. She then projects three images of eye anatomy that correspond to the three multiple choice options. Jane illustrates on the images how light rays traveling from distant objects and entering the eye fail to focus on the retina in all three cases. She then emphasizes that only when the length of the eyeball is too long, i.e., Answer A, do the light rays converge in front of the retina as opposed to behind it.

Jane then mentions that this bending of light is called refraction and that myopia and the other diagnoses are thus called refractive disorders.

Illustrating Reflection and Refraction with Demos (20 minutes)

Jane proceeds to perform demonstrations of reflection and refraction, each time asking students to predict the outcome. 

For reflection, she sets up a laser pointer to point at a mirror and asks students to predict where the light from the laser would end up.

For refraction, she asks students to predict what the pencil would look like when it is partially submerged in water. 

To emphasize the point that refraction only occurs when light rays pass between media of differing refractive indices, Jane asks her students the following question:

Exploring the Laws of Reflection and Refraction (20 minutes)

Having explained both the Law of Reflection and Snell’s Law of Refraction, Jane proceeds to ask her students to compare and contrast the two laws.

At this point, Jane mentions that both reflection and refraction can be understood using Fermat’s Principle. She describes Fermat’s principle and how it can be used to explain the concepts of reflection and refraction. She also alerts students to two videos on deriving the Law of Reflection and Snell’s Law of Refraction using Fermat’s principle that they should watch after class as it would help them with their homework assignment. Jane then asks students to share one word that they think best associates with Fermat’s Principle.

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Correcting Refractive Disorders (25 minutes)

Jane then focuses on how lenses can be used to correct vision. She first demonstrates to her students how to sketch the approximate path of a ray of light that passes from air to a curved lens. She then asks students to predict the approximate path of a ray of light that passes from a curved lens to air.

After explaining to the class how to trace the path of a ray of light traveling from a curved lens into air using Snell’s Law of Refraction, Jane has them apply that skill to different shapes of lenses to determine which would be best suited to correct for myopia. For this activity, she has them first work individually for five minutes, then pair up, and finally call on students to draw the paths for each lens on the chalkboard.

Reflection on Learning (5 minutes)

Finally, five minutes before the end of class, Jane has her students answer two quick reflective questions.

After class, Jane reviews the open-ended responses to look for what students are taking away from her lesson, and whether these align with her learning objectives for her students. She notes down the main points of the lesson that most students did not mention so she can highlight them again later. Jane also scans through the list of student questions and identifies those that multiple students bring up. She compiles these questions in an announcement on CourseWorks (Canvas), includes her responses and resources (specific pages of textbook, link to article, etc.) for students to follow up on, and reminds students to attend her office hours if they still have questions. As she has told the class previously, she also selects the most important questions for use in an upcoming low stakes quiz in class as well as for a practice exam.

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Broken Bones and Biomedical Materials

Hands-on Activity Broken Bones and Biomedical Materials

Grade Level: 7 (6-8)

(Time can be reduced by assigning research of the problem as homework and eliminating any redesign time)

($20 per class)

Group Size: 4

Activity Dependency: None

Subject Areas: Science and Technology

NGSS Performance Expectations:

TE Newsletter

Engineering connection, learning objectives, materials list, worksheets and attachments, more curriculum like this, introduction/motivation, vocabulary/definitions, investigating questions, activity extensions, user comments & tips.

Biomedical engineers who specialize in biomaterials, test and develop new materials that can be safely implanted in the body. Engineers who work in biomechanics apply principles from physics to biological systems. They develop artificial organs, such as the artificial heart. A strong background in material science is required to be able to design these implants.

The purpose of this activity is to introduce students to the concepts of the engineering design process and teach them how to apply those steps to an engineering design challenge. In this activity, students:

• Learn about different engineering disciplines.
• Use the engineering design process to solve a specific design task.
• Learn how to evaluate and choose materials based on material properties.
• Explore the concept of a prototype.
• Sketch and build a prototype of a design including a cross-section view.
• Explore the field of biomedical engineering.
• Develop methods for communicating a design solution to a group.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

State Standards

Massachusetts - science.

• boxes to hold recyclable materials
• half can of Play-Doh™
• 4 Popsicle™ sticks
• 6 to 8 recyclable materials: fabric, cotton batting, egg cartons, toilet paper or paper towel rolls, toothpicks, plastic bottles, milk cartons cut in pieces, rubber bands, straws, plastic tubing
• poster board
• digital scale
• Introduction to Biomedical Engineering (attached handout)
• Student Activity Worksheet (attached)

There are many engineering disciplines. Do you know what I mean by "disciplines"? I mean "types" of engineers - the area or specialty that they focus on and become experts in. Can you think of some? (Listen to student ideas; examples: electrical, mechanical, chemical, biological, environmental, aerospace, civil, computer science, industrial, materials, agricultural, rehabilitation, tissue or cellular, genetic, and many more.)

Well, one of these disciplines is biomedical engineering or bio-engineering. Biomedical engineers use their understanding of science and math to solve human health problems. Within the field of biomedical engineering are many specialties.

(Pass out to students the attached Introduction to Biomedical Engineering handout , which provides background information on the types of problems biomedical engineers help solve. Then review the material properties information provided in the same handout. Then review the steps of the engineering design process , also covered in the same handout, as practiced by engineers around the world.)

• After the Introduction/Motivation, divide the class into teams of four students each.
• Hand out the Student Activity Worksheets, which contains the problem (in the form of a letter to the student engineers), a cast design worksheet (five questions about the problem, materials, brainstorming ideas, best solution and sketch) and poster session requirements.
• The Challenge : Have students read the problem as presented in the letter to the engineers at Casts R Us. Require each team to construct a prototype with a mass of less than 300 grams. Emphasize that in addition to solving the problem, the design must be stable enough to hold the "broken bone" in place. Show students the provided materials and remind them that the materials in the box may represent any materials they would like, even ones that have not been developed yet, and they should be prepared to describe the properties of the materials they choose for their casts. In addition, each group may bring in one additional material from home.
• Imagining Possible Solutions : Give teams 20-25 minutes to brainstorm what the problem with the cast could be and how it can be solved. Have them answer the worksheet questions to aid in their solution development process. Imagining different solutions is step number 3 of the engineering design process . 
• Plan by Selecting a Promising Solution : Have each team select one of their ideas from their brainstorming session. This is step number 4 of the engineering design process. 

• Test and Evaluate Prototype : This is the sixth step of the engineering design process. Since the materials the students are using could feasibly represent any materials, the only physical test to determine whether or not the project is successful is to measure the mass of the prototypes. Have students use the digital scale to calculate the mass of their designs. Also evaluate the designs based on their stability: Do they bend or move from side to side? Do they solve the given problem? Also, require students to design tests for their prototypes that proves that the problem has been solved.
• Communicate Solutions : A very important skill for engineers is the ability to communicate ideas and solutions to an audience. The audience may vary; communication may be with co-workers, superiors or customers. In this section of the activity, challenge students to communicate their solutions through poster presentations. This gives the teams the opportunity to clearly articulate their design concepts. Remind students that good presentation skills are very necessary for a wide variety of professions (including teaching!).
• Poster Presentation Development : Have students refer to the "poster session" page of the student worksheet so they understand the content that must be covered in their presentations. Besides containing the required information, posters must clearly explain the designs and be neat. Expect students to be prepared to speak for 3–5 minutes on their design process and results. Encourage classmates to ask questions and provide feedback.
• Redesign : As time permits, give teams the opportunity to redesign their casts based on feedback and suggestions for improvement from the class. This is the seventh step of the engineering design process. Engineers often improve their design after testing to ensure they can deliver the best possible product. 

bioengineering: A discipline of engineering that applies math and science to health problems.

biomaterial: A material that can be safely implanted in the human body.

genetic engineering: A bioengineering discipline in which an organism's DNA is altered so that different proteins will be produced.

material property: A factor that describes a material and how it will behave under certain conditions.

prototype: A model or actual working version of a design concept.

rehabilitation engineer: An engineer who improves the quality of life of people with disabilities.

tissue engineer: (or cellular engineer) An engineer who develops cells outside of the body in order to create artificial tissues/organs with the same properties as the real body part.

Evaluate student prototype casts on the following criteria:

• Responsiveness of prototype to problem presented in student letter
• Prototype stays under 300 g
• Student-designed testing persuasively demonstrates that prototype is stable
• Clarity of prototype sketch (neatly drawn and includes labels)
• Presentation clarity, content and style
• Poster detail and neatness
• What is biomedical engineering or bioengineering?
• What are material properties?

Have students create digital slide presentations using Microsoft PowerPoint or other software application.

After learning, comparing and contrasting the steps of the engineering design process (EDP) and scientific method, students review the human skeletal system, including the major bones, bone types, bone functions and bone tissues, as well as other details about bone composition. Students then pair-re...

Exploring the Material World Three Classroom Teaching Modules. http://www.lbl.gov/MicroWorlds/module_index.html

It's a Materials World Student magazine from Virginia Tech. with information on different types of materials http://www.mse.vt.edu/academics/news/MW_v1n1.pdf

Bioinspired Materials and Systems, Materials Science & Engineering, Cornel University People are always looking for new materials to make life easier, safer, and more efficient. This site has some examples. http://www.mse.cornell.edu/research/bioinspired_materials.cfm

Learn more about the engineering design process at https://www.teachengineering.org/engrdesignprocess.php

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Last modified: July 31, 2020

What Is Biomedical Engineering?

Required coursework, job prospects, and average salaries for graduates

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Biomedical engineering is an interdisciplinary field that weds the biological sciences with engineering design. The general goal of the field is to improve healthcare by developing engineering solutions for assessing, diagnosing, and treating various medical conditions. The field spans a wide range of applications including medical imaging, prosthetics, wearable technology, and implantable drug delivery systems.

Key Takeaways: Biomedical Engineering

• Biomedical engineering draws upon many fields including biology, chemistry, physics, mechanical engineering, electrical engineering, and materials science.
• Biomedical engineers can work for hospitals, universities, pharmaceutical companies, and private manufacturing companies.
• The field is diverse, and research specialties range from large full-body imaging equipment to injectable nanorobots.

What Do Biomedical Engineers Do?

In general terms, biomedical engineers use their engineering skills to advance healthcare and improve the quality of human life. We're all familiar with some of the products created by biomedical engineers such as dental implants, dialysis machines, prosthetic limbs, MRI devices, and corrective lenses.

The actual jobs performed by biomedical engineers vary widely. Some work largely with computers and information technologies in order to analyze and understand complex biological systems. As one example, genetic analyses conducted in medical laboratories as well as companies such as 23andMe require the development of robust computer systems for number crunching.

Other biomedical engineers work with biomaterials, a field that overlaps with materials engineering . A biomaterial is any material that interacts with a biological system. A hip implant, for example, must be made of a strong and durable material that can survive within a human body. All implants, needles, stents, and sutures need to be made from carefully engineered materials that can perform their designated task without causing a harmful reaction from the human body. Artificial organs are an emerging area of study that depends heavily upon experts in biomaterials.

As with all technologies, advancements in biomedical engineering are often linked to creating smaller medical devices. Bionanotechnology is a growing field as engineers and medical professionals work to develop new methods for delivering medicines and gene therapy, diagnosing health, and repairing the body. Nanorobots the size of a blood cell already exist, and we can expect to see significant advancements on this front.

Biomedical engineers frequently work in hospitals, universities, and companies that develop products in the health field.

College Coursework in Biomedical Engineering

To be a biomedical engineer, you will need a minimum of a bachelors degree. As with all engineering fields, you'll have a core curriculum that includes physics, general chemistry, and mathematics through multi-variable calculus and differential equations. Unlike most engineering fields, the coursework will have a significant focus on the biological sciences. Typical courses include:

• Molecular Biology
• Fluid Mechanics
• Organic Chemistry
• Biomechanics
• Cell and Tissue Engineering
• Biosystems and Circuits
• Biomaterials
• Qualitative Physiology

The interdisciplinary nature of biomechanical engineering means that students need to excel in several STEM fields . The major can be a good choice for students with broad interests in math and the sciences.

Students who want to advance into engineering management would be wise to supplement their undergraduate education with courses in leadership, writing and communication skills, and business.

Best Schools for Biomedical Engineering

Biomedical engineering is a growing field that is projected to keep expanding as populations increase in both number and age. For this reason, more and more schools have been adding biomedical engineering to their STEM offerings. The best schools for biomedical engineering tend to have large programs with a talented faculty, well-equipped research facilities, and access to area hospitals and medical facilities.

• Duke University : Duke's BME department is just a short walk from the highly regarded Duke University Hospital and School of Medicine, so it has been easy to develop meaningful collaborations between engineering and the health sciences. The program is supported by 34 tenure-track faculty members and graduates about 100 bachelor's degree students a year. Duke is home to 10 centers and institutes related to biomedical engineering.
• Georgia Tech : Georgia Tech is one of the nation's top public universities, and it tends to rank highly for all engineering fields. Biomedical engineering is no exception. The university's Atlanta location is a true asset, and the BME program has a strong research and educational partnership with neighboring Emory University . The program emphasizes problem-based learning, design, and independent research, so students graduate with plenty of hands-on experience.
• Johns Hopkins University : Johns Hopkins does not typically top lists of best engineering programs, but biomedical engineering is a clear exception. JHU often ranks #1 in the country for BME. The university has long been a leader in biological and health sciences from the undergraduate to doctoral levels. Research opportunities abound with 11 affiliated centers and institutes, and the university is proud of its new BME Design Studio—an open floor-plan workspace where students can meet, brainstorm, and create prototypes of biomedical devices.
• Massachusetts Institute of Technology : MIT graduates about 50 biomedical engineers each year, and another 50 from its BME graduate programs. The institute has long had a well-funded program for supporting and encouraging undergraduate research, and undergrads can work alongside graduate students, faculty members, and medical professionals at the school's 10 affiliated research centers.
• Stanford University : The three pillars of Stanford's BSE program—"Measure, Model, Make"—highlights the school's emphasis on the act of creating. The program resides jointly in the School of Engineering and the School of Medicine leading to unimpeded collaboration between engineering and the life sciences. From the Functional Genomics Facility to the Biodesign Collaboratory to the Transgenic Animal Facility, Stanford has the facilities and resources to support a wide range of biomedical engineering research.
• University of California at San Diego : One of two public universities on this list, UCSD awards about 100 bachelors degrees in biomedical engineering each year. The program was founded in 1994, but has quickly grown to preeminence through its thoughtful collaboration between the Schools of Engineering and Medicine. UCSD has developed for focus areas where it truly excels: cancer, cardiovascular disease, metabolic disorders, and neurodegenerative diseases.

Average Salaries for Biomedical Engineers

Engineering fields tend to have salaries that are much higher than national averages for all jobs, and biomedical engineering fits this trend. According to PayScale.com , the average annual pay for a biomedical engineering is $66,000 early in an employee's career, and $110,300 by mid-career. These numbers are slightly below electrical engineering and aerospace engineering , but a little bit higher than mechanical engineering and materials engineering. The Bureau of Labor Statistics states that the median pay for biomedical engineers was $88,040 in 2017, and that there are a little over 21,000 people employed in the field.

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Biomedical Engineering

Advance human health and shape the future of medicine..

Biomedical engineering, a new and rapidly growing field, combines engineering with biology and medicine to create diagnostic and therapeutic tools, improve health care, and detect, repair, and treat diseases.

While career paths vary, biomedical engineers share one essential trait—a passion for shaping the future of human health and medicine.

Students in biomedical engineering learn skills in:

• Biomaterials and tissue engineering
• Implementation and ethics of new solutions to biomedical challenges
• Computational tools to investigate models of cellular phenomena

Exciting electives to fine-tune your degree include:

• Gene Therapy
• Biotransport
• Orthopedic Biomechanics
• Biorobotics
• Bioinstrumentation

Graduates of the UMass Amherst biomedical engineering program are prepared for a variety of careers, including medical equipment design and manufacturing, scientific research and development services, and pharmaceutical and medicine manufacturing. 

Explore our programs

Undergraduate, alumni spotlight, in the spotlight.

Louisthelmy’s research focuses on how brain cells are affected by glioblastoma, the most aggressive and deadly brain cancer. She created a new way to isolate matrix proteins made by the cancer cells. If researchers can target the responsible proteins, they may be able to use them to fortify the brain against cancer spread.  

Featured faculty

Lecturer, BME. Undergraduate Program Director. Focused on bone tissue engineering and regenerative medicine.

Seth Donahue

Bioinspired Material Design; Bone Tissue Engineering; Comparative Biomechanics; Hibernation Physiology; Paleo-engineering and Biomechanics

S. Thai Thayumanavan

Polymer self-assembly, responsive materials and their use in diverse applications including therapeutic delivery, sensing, and diagnostics

X. Frank Zhang

Focuses on using single-molecule detection techniques to study the mechanosensing and activation mechanisms in blood clotting, viral infection, tissue repair.

In the news

Bme’s dmitry kireev receives nsf grant to create electronic “tattoos” for monitoring sweat biomarkers.

Kireev’s monitoring devices will target the cortisol in sweat, a biomarker for such conditions as stress, stroke, Cushing's syndrome, and Addison's disease. 

College of Engineering Students Win All Four Prizes in the UMass Tech Challenge

The competition, focused on technology innovation, is open to all UMass students; competitors pitch their ideas to a panel of judges for $15,000 in prize money.

BME’s Joyita Dutta and Colleague Obtain NIH Award for Pioneering Research to Predict Alzheimer’s Disease

By the end of this study, the UMass researchers will create a forecasting framework capable of predicting the onset of Alzheimer’s years before symptoms arise.

From biomechanics to health care delivery, biomedical engineering students at UMass Amherst are revolutionizing the future of human health—and you can, too. 

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Biomedical vs Biotechnology Engineering: What’s the Difference?

Author: University of North Dakota April 23, 2024

Imagine a world where diseases run rampant without effective treatments, where crops struggle to grow without resilience against pests and harsh environments and where life-altering injuries remain untreated due to the absence of prosthetic limbs or advanced surgical techniques.

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This stark portrayal highlights the critical importance of biotechnology and biomedical engineering in our modern world. 

However, while these fields share the common goal of improving human health and well-being, they each offer distinct approaches and applications. To make an informed decision between biotechnology and biomedical engineering, it's essential to thoroughly understand both fields. So, read on as we explore the intricacies of these two disciplines, as well as their similarities, differences and unique contributions to society.

What is Biotechnology?

Biotechnology is a field that utilizes living organisms, cells and biological systems to develop a wide range of products and technologies that enhance human life. It spans various industries, including healthcare, agriculture, pharmaceuticals and environmental conservation.

By incorporating principles from biology, physics, chemistry, mathematics and technology, modern biotechnology continues to make significant contributions to society. It helps extend human lifespans, fights diseases, increases crop yields and reduces greenhouse gas emissions through the use of biofuels.

What is Biomedical Engineering?

Biomedical engineering is a specialized discipline within engineering that bridges the gap between engineering principles and the medical field. Engineers in this field develop innovative medical devices, such as prosthetics and medical imaging technologies, to improve patient care and treatment outcomes. 

Beyond device development, biomedical engineers investigate the body's reaction to various external pressures—from automotive accidents to athletic impacts—leveraging this knowledge to improve protective gear and strategies for preventing injuries.

What is the Difference Between Biotechnology and Biomedical Engineering?

Now that we've outlined some general definitions of biomedical engineering and biotechnology and identified their focal points let's compare the two, beginning with the educational prerequisites and extending to the job prospects and expected salaries in each field.

Biotechnology requires a strong educational foundation in the life sciences and related fields. A bachelor's degree in biotechnology, biology, biochemistry, molecular biology or a related discipline is often required to enter the field. Coursework typically covers topics such as genetics, cell biology, microbiology, bioinformatics and bioprocessing techniques. Additionally, obtaining hands-on laboratory experience through internships or research opportunities can be highly beneficial for gaining practical skills and enhancing employability. 

Graduates with a bachelor's degree may qualify for entry-level positions in biotechnology companies, research laboratories, pharmaceutical companies or government agencies. For those aspiring to advance their career in biotechnology or pursue more specialized roles, obtaining a graduate degree is often necessary. 

A master's degree in biotechnology, molecular biology or a related field can provide the required knowledge and research experience for higher-level positions or leadership roles within the industry. Some may even obtain a Ph.D. in biotechnology or a related discipline to delve into advanced research topics, contribute to scientific discoveries and pursue academic or research-oriented careers.

Similarly, a career in biomedical engineering requires a solid educational background in engineering, particularly in biomedical engineering or a related field such as mechanical engineering, electrical engineering or bioengineering. Many biomedical engineers hold a bachelor's in Biomedical Engineering , which covers coursework in biology, physiology, biomaterials, biomechanics, medical imaging and signal processing.

Graduate education is also common in biomedical engineering, with many professionals pursuing master's or Ph.D. degrees to advance their careers. A Biomedical Engineering master’s can provide specialization in areas such as medical device design, tissue engineering or biomedical imaging, while a Ph.D. in Biomedical Engineering offers opportunities for original research and specialization in a specific area of interest.

Skill Set Requirements

To succeed in biotechnology, you need the following skills:

• Proficiency in molecular biology techniques such as DNA sequencing and PCR
• Expertise in genetic engineering required to modify DNA sequences
• Knowledge in bioinformatics for analyzing biological data using computational tools
• Laboratory skills for culturing and manipulating cells
• Problem-solving abilities, critical thinking and innovation for developing new biotechnological products and processes

On the other hand, biomedical engineering requires:

• Strong foundation in anatomy, physiology and materials science
• Proficiency in biomedical instrumentation for designing and utilizing medical equipment
• Creativity in generating innovative solutions for healthcare challenges
• Attention to detail to ensure the accuracy and safety of medical devices
• Understanding of regulatory standards governing the development and commercialization of medical technologies

Job Responsibilities

Professionals in biotechnology are tasked with a range of responsibilities to advance scientific discoveries and develop innovative products. This may include:

• Developing pharmaceutical drugs, genetically modified organisms (GMOs), biofuels or bioremediation techniques to address various societal needs
• Conducting research and development activities to explore new biotechnological applications and improve existing processes
• Ensuring quality control and compliance with laws and regulations throughout the production process
• Contributing to the advancement of knowledge in biotechnology through publications, presentations and participation in scientific conferences

Biomedical engineers also play a crucial role in the healthcare industry and their responsibilities usually include:

• Designing and developing medical devices, diagnostic tools and therapeutic techniques to address medical challenges and improve patient outcomes
• Conducting product testing and validation to ensure the safety, efficacy and reliability of medical devices before market release
• Collaborating with healthcare professionals, including physicians, surgeons and therapists, to understand clinical needs and develop innovative solutions
• Ensuring regulatory compliance by adhering to applicable laws, standards and regulations governing the design and manufacture of medical devices

Work Environment

In biotechnology, professionals can work in various environments, such as biotechnology companies, pharmaceutical firms, agricultural biotech companies, research laboratories and government agencies. They may also explore opportunities for entrepreneurship and innovation within biotechnology startups. 

Conversely, biomedical engineers typically find themselves in hospitals, medical device companies, research institutions and regulatory agencies, where they collaborate with healthcare professionals, scientists, engineers and regulatory experts to develop and implement medical devices and technologies. This collaborative nature highlights the importance of interdisciplinary teamwork in advancing healthcare and medical technology.

Job Outlook and Salary

Both biotechnology and biomedical engineering are expected to experience a 5% growth rate from 2022 to 2032, which is faster than the average for all occupations. However, there are notable differences in the projected number of openings per year, with about 10,600 openings for biotechnology professionals compared to approximately 1,200 openings for bioengineers and biomedical engineers over the decade. 

The demand for biological technicians is anticipated to rise due to the increasing need for biological and medical research, particularly in emerging fields like synthetic biology and biotechnology research and development projects. Meanwhile, the employment growth of biomedical engineers is expected to be driven by the rising demand for biomedical devices and procedures and increased public awareness of medical advances.

Regarding salary, biomedical engineers command a higher median annual wage of $108,060 compared to the average salary of $87,387 for biotechnology jobs. These figures underscore the lucrative nature of careers in these fields, highlighting both as attractive options for those interested in science and engineering careers with a direct impact on health and society.

Biotechnology vs. Biomedical Engineering: Which One is Right for You?

Deciding between biotechnology and biomedical engineering should be easier now that you have a better understanding of what these two fields entail as well as the differences between them. So, all you have to do is carefully consider how each field aligns with your personal interests, career goals and preferred work environments. 

For example, if you are passionate about working with living organisms and biological systems, then biotechnology might be the right choice for you. On the other hand, biomedical engineering could be a better fit if you are more interested in applying engineering principles to design medical devices and improve healthcare outcomes.

Additionally, evaluate your career goals and desired work environments to make an informed decision. If you envision yourself working in pharmaceuticals, agricultural biotech companies or research laboratories, biotechnology may more closely align with your aspirations. Conversely, if you aspire to work in hospitals, medical device companies or research institutions focused on healthcare and medical technology development, biomedical engineering might be the preferred path.

Consider exploring coursework, internships and networking opportunities in both fields to gain insights into potential career paths. Hands-on experiences and connecting with professionals in the field can provide valuable guidance and help you determine which field best aligns with your interests and goals.

Both biomedical engineering and biotechnology offer boundless opportunities to shape the future of healthcare, technology and beyond. Whether your passion lies in developing life-saving medical devices or harnessing the power of living organisms to address pressing global challenges, these fields promise fulfilling and impactful careers. 

If you're ready to pursue one of these careers rooted in discovery and innovation, consider exploring the educational offerings available at the University of North Dakota. From undergraduate degrees to advanced programs like accelerated degrees and specialized minors, UND provides a rich academic environment to nurture your aspirations in biomedical engineering and biotechnology. 

Look into our comprehensive range of programs, including the Biomedical Engineering minor and B.S. with a major in Molecular and Integrative Biology and take the first step toward a rewarding career at the forefront of scientific advancement.

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An in vitro method for selecting hemocompatible materials for artificial organs

• Research, Design, And Technology
• Published: July 1990
• Volume 24 , pages 159–164, ( 1990 )

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• V. I. Sevast'yanov ,
• I. B. Rozanova ,
• E. A. Tseitlina ,
• L. Z. Khazen ,
• A. V. Gorshkov ,
• G. N. Kornienko ,
• R. Eberhart &
• K. McMillan  

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Literature cited

A. V. Gorshkov, L.Z. Khazen, S. Ya. Lanina, et al., Med. Tekh., No. 2, 39–41 (1984).

V. M. Parfeev, B. I. Sevast'yanov, I. V. Grushetskii, et al., Izv. Akad. Nauk LatvSSR, No. 6, 87–91 (1984).

I. B. Rozanova, A. V. Gorshkov, and B. I. Sevast'yanov, Med. Tekh., No. 5, 15–19 (1988).

I. B. Rozanova, E. I. Martynenko, and S. L. Vasin, Synthetic Polymers for Medical Application [in Russian], Kiev (1989), pp. 96–97.

V. I. Sevast'yanov, Z. M. Belomestnaya, T. I. Dubovich, and M. V. Petrov, Vysokomol. Soedin., 23A , 1864–1867 (1987).

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B. I. Sevast'yanov, O. V. Laksina, S. P. Novikova, et al., Recent Hemocompatible Materials for Cardiovascular Surgery [in Russian], V. I. Shumakova, ed., Moscow (1987).

E. A. Tseitlina, I. M. Lanskaya, A. L. Marchenko, et al., Med. Tekh., No. 5, 39–43 (1987).

C. R. McMillin, Artif. Organs, 11 , 395–404 (1987).

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V. I. Sevast'yanov, CRC Crit. Rev. Biocompatibil., 4 , 109–154 (1988).

V. I. Sevast'yanov, R. C. Eberhart, S. W. Kim, Trans. Am. Soc. Artif. Intern. Organs, 11 , 10–18 (1988).

V. I. Sevast'yanov and I. B. Rozanova, World Biomaterials Congress, Third, Transactions, Vol. 11, Kyoto (1988), p. 462.

C. C. Tsai, J. R. Frautschi, and R. C. Eberhart, Trans. Am. Soc. Artif. Intern. Organs, 34 , 559–563 (1988).

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Scientific Research Institute for Transplantology and Artificial Organs, Ministry of Health of the USSR, Moscow. Experimental Design Office of the Cable Industry, Mytishchi Moscow Province. All-Union Scientific Research Institute for Medical Polymers, Minmedproma USSR, Moscow. University of Texas, Dallas. Acromed Corporation, Cleveland. Translated from Meditsinskaya Tekhnika, No. 4, pp. 26–29, July–August, 1990.

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Sevast'yanov, V.I., Rozanova, I.B., Tseitlina, E.A. et al. An in vitro method for selecting hemocompatible materials for artificial organs. Biomed Eng 24 , 159–164 (1990). https://doi.org/10.1007/BF00560763

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Received : 17 November 1989

Issue Date : July 1990

DOI : https://doi.org/10.1007/BF00560763

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Growing Up at Georgia Tech

Many students meticulously plan their Commencement outfits, but Courtney Curtis sewed hers.   

The Douglasville, Georgia, native got her first sewing machine when she was 9, taking inspiration from her seamstress grandmother. Despite sewing through her finger the first time she used the machine, Curtis kept at it.  

"I am not someone who gives up or quits. If you sew through your finger once, that doesn't mean you'll do it again. Everything, whether it's a hobby or starting a new project, comes with a learning curve, and if I start something, I'm going to finish it," she said.   

Around the time she started sewing, Curtis set foot on the Georgia Tech campus for the first time. Attending CEISMC events and K.I.D.S Club events, she remembers how expansive the 400-acre campus felt as a child. Over time, it became familiar as she returned often with her dad, who was earning a master's degree in civil engineering.   

"When we were on campus with him, he would study in front of the same big tree on Tech Green. While he studied, I would do my homework, and that spot became one of my favorite study spots on campus," she said.   

On one of her many weekend trips to campus as a high school student, she attended a biomedical engineering student panel and felt an instant connection to the program.   

"As a high school sophomore, I listened to the panel talk about their experiences, what it meant to be in BME, and everything they do at Georgia Tech, and that was a primary reason why I gravitated toward it. I felt that it fit with who I was as a person, and in hindsight, getting my education here allowed me to pursue my passions," Curtis, a John Lewis Leadership Fellow, said.  

After graduating, she will join Owens & Minor as an R&D product engineer focusing on medical apparel, combining her interests in sewing and helping others. Owens & Minor was the primary sponsor of Curtis' capstone project, in which her team created a more inclusive cleaning coverall.   

"Unfortunately, the hoods currently used in cleaning coveralls don't accommodate the fact that people have heads and that those heads have hair. That was a glaring complaint we heard, especially from women who wear their hair in puffs or may have braids. Our coverall resolves that issue with an inclusive hood that covers your hair, keeps everything nice and sterile while you're working, and eliminates waste," she explained.  

From the Flowers Invention Studio to the Salsa Club, Curtis will miss plenty of aspects of campus life, including one that she knows goes against the norm for most college students.   

"I'm surprisingly going to miss the atmosphere and the vibes around final exams when everybody's super stressed and scrambling, and you see everyone cramming in the Library," she said.  

When she crosses the Commencement stage, Curtis will be thinking of all those who helped her get to this point — her family, the Georgia Tech Society of Black Engineers, the Black Women’s Support Group, the Office of Minority Educational Development, and BME faculty members including James Blumling, Swati Gupta, Melissa Kemp, S. Balakrishna Pai, and Ankur Singh.  

Steven Gagliano - Institute Communications

News room topics

• Universities

Bauman Moscow State Technical University

Why Moscow State Technical University? Programs and tuition fees at Moscow State Technical University. Interesting facts about BMSTU

Bauman Moscow State Technical University – national research university, a major scientific center of the country, an innovator in the development of aerospace systems. Research is underway here on information and telecommunication systems, the nanosystem industry, security and counter-terrorism.

Place in ratings

The oldest technical university in Russia was founded in July 1830 as the Moscow Vocational School. Engineering training was conducted in two areas: practical craft and theoretical foundations. Russian industrialists highly appreciated the graduates of the institution, many of whom, shortly after training, occupied key positions in factories. In 1868, the educational institution acquired the status of the Imperial Moscow Technical School. Here fundamental scientific schools were emerging, new buildings and dormitories were being built. The system of training engineering specialists, the so-called "Russian method of training", was gaining popularity around the world. In 1876, after the victory of IMTS at the World Exhibition in America, the method was adopted not only by Russian, but also European and American universities. The secret of training was a unique combination of serious theoretical training, the development of practical skills in conditions close to real and the relationship of the school with industrial enterprises. At the beginning of the 20th century, the school was first recognized as the best technical educational institution in Russia. After the revolution of 1917, the university experienced a series of transformations, as a result of which several separate technical institutes stood out. During World War II, defense departments were opened at the university, which carried out orders for the front. The modern name is Bauman Moscow State Technical University – assigned to the institution in 1989. At all stages of development, MSTU closely collaborated with industry, maintained contacts with other scientific and educational institutions.

The structure of the university

The educational center includes 19 faculties (including 5 industry faculties, accepting applicants the targeted recruitment basis), 3 branches, research centers and laboratories. Moscow College of Space Instrument Engineering (MTKP) operates on the basis of MSTU.

Training programs

The University provides training in higher education programs full-time only. The terms of study are: bachelor’s – 4 years, specialist program – 5 years 10 months, master’s – 2 years.

University branches

There are 2 faculties in the branch where future engineers, specialists in information systems and management study. MSTU students undergo internships at the partners of the branch – Samsung, Volkswagen factories located in the region.

On the territory of the branch there are scientific laboratories, test sites, demonstration halls of rocket and space technology.

The youngest branch of MSTU. Since 2016, students have been studying here at 8 faculties, the military department is also located here. The branch entered the structure of the educational institution after Moscow State Forest University merged with MSTU.

The advantages of MSTU

• Prestige of the University. The university takes 2nd place in the ranking of the Top 100 Russian universities in terms of the quality of education [1] and 4th place in Russia among entrepreneurial universities [2] .
• Teaching staff. More than 650 professors work at MSTU [3] , among the heads of departments there are academicians, members of the RAS .
• Research base. MSTU is the holder of the prestigious status of the National Research University [4] , which is awarded for the successful integration of scientific work with educational activities. The institution has over 60 research institutes, centers and laboratories.
• Assistance in career development. The university has organized a special department for employment , which regularly holds job fairs, career days, presentations of industry companies. Among the permanent partners of MSTU are such companies as Sberbank, Gazprom, Samsung Research, Rusal .
• Support for innovative student companies. There is a business incubator at MSTU, the main purpose of which is the development of entrepreneurial projects of the University. Startups receive legal, technical, organizational support at all stages of the project.

Requirements for admission

Applicants from other countries can apply for admission by quota [5] or by paying for the tuition. For admission, you must contact the Office of International Cooperation from June 20 to July 10 and provide a set of documents [6] :

• Application form (got from [email protected] );
• National passport (original and certified translation into Russian);
• Certificate of education with a transcript (original and copy with an equivalence certificate if necessary);
• Medical certificate confirming absence of medical contradiction for studying);
• Negative HIV and AIDS tests;
• 6 photos (coloured, matte).

Foreign citizens can simultaneously apply for no more than 3 training programs. The exact dates of entrance exams are determined individually for each program. The results of the competitive selection are announced on August 8. Applicants recommended for admission by quota must choose 1 study program by August 2. Passed the competition for paid tuition – until August 18 included.

Full list of documents is sent to the selection committee in person or through post offices. The main priority subjects at admission are physics, mathematics, Russian. For certain programs there may be exceptions [7] .

Dates and procedure for submitting documents

How to prepare for admission.

Doors open days. Twice a year, April 12 and October 4, BMSTU consults for applicants on admission, gives tours of the university and arranges meetings with representatives of faculties. At these events, you can learn about the rules of admission, preparatory courses and competitions. According to tradition, the rector and the heads of departments give speeches in the Palace of Culture.

Preparatory course. For international applicants with non-sufficient knowledge of the Russian language can apply for a one-year preparatory course organised by the Faculty of International Educational Programs [8] . These are available prior to all levels of study (bachelor’s, master’s or doctoral).

Contest. Since 1991, MSTU. Bauman holds a school contest Step into the future . Tests are held from September 1 to March 31 in 2 stages: scientific and educational (project protection/creative competition) and academic (solving tasks in school subjects). Participants who won prizes are granted unconditional enrollment to the MSTU or 100 points that are counted for the subject that can then be presented to another university.

International cooperation

Students and graduate students can take part in the academic exchange programs of MSTU. The university collaborates with educational institutions in 50 countries, including Harbin University of Technology , British University de Montfort , and the Higher Technical Institute of Lisbon . MSTU is a member of international associations of Technical Universities ( ATU , ASRTU ). Collaboration is carried out in several directions:

• Double degree programs . As part of the interaction, students of MSTU undergo a two-year course at the partner universities . At the end of the program, graduates receive a diploma from MSTU and a foreign university in which they studied. Students of 3-4 courses with academic performance above 4 points are allowed to participate in the competitive selection. Up-to-date information on the programs is available at the coordinators of the directions and is available after submitting an electronic application online . Read more
• Short-term international exchange programs. These programs are designed for the duration of 1 or 2 semesters, during which students who finished their 2nd year of study can train for free in one of the partner universities in Europe and Asia. Monthly expenses for accommodation, flight and meals are about 800  USD and are paid by students. For some short-term exchange programs, there are government grants from the host country. Accurate information can be obtained from the project coordinators after filling out the application online .
• Summer and winter space schools. International student events, organized by the created on the basis of MSTU Youth Space Center . As part of the events, conferences, tours to space centers, and industry enterprises are held.
• International educational programs. Since 1952, MSTU has accepted foreign students to study according to individual curricula. Training is conducted in Russian. The university has a preparatory department, where students from other countries study Russian, physics, and mathematics.

How to take part in exchange programs and a double diploma. Stages of selection

• Application. To participate the students must apply online on the MSTU website .
• Answer from the program coordinator. After processing of the application you will receive the list of required documents via email.
• Consultation appointment. The student studies the document requirements and contacts the coordinator to determine the date and time of the consultation.
• Consultation on the choice of program and university. At the meeting with the coordinator, the program and the partner university can be determined, the requirements for the documents are specified.
• Submission of documents to the admission committee of the partner university and wait for an answer. The final decision is made by the commission of the university in which training is planned.

From the moment the application is submitted to the final decision on average the period of 2 to 3 months might pass.

Infrastructure of MSTU

Main buildings of MSTU are located in the Lefortovo district of Moscow, near the metro Baumanskaya. 10 dormitories have been built for nonresident and foreign students. On the territory of the university there is a clinic and a robotics scientific and educational center.

Library. Students and teachers have more than 2.7 million books at their disposal that were accumulated since the founding of the university. The library fund is available in both traditional and digital form. Library website

Palace of Culture. The concert hall, that can hold 1200 people, is a popular venue for performances by students, teachers and guests of the university. The palace regularly hosts scientific conferences, thematic meetings, performances, the famous Gaudeamus chamber choir and other student initiatives. Read More

Sports complex. Physical education and recreational activities are held in 36 disciplines. Students are offered a 50-meter long swimming pool, gyms, a climbing wall and outdoor areas. Health centers with sports equipment are located in the 4th and 11th dormitories of MSTU.

Interesting facts about MSTU

• Moscow State Technical University is the first technical university in Russia.
• In summer, the International Youth Scientific School – Space Development: Theory and Practice takes place. The students model rockets, space objects, and organize meetings with astronauts in Star City.
• Sloboda Palace is the main building of the University and an architectural monument of the XVIII-XIX centuries. On its territory there are more than 100 unique historical exhibits.
• The Baumanets newspaper is the corporate media of the university, has been published for almost 100 years . Monthly issues are devoted to university news, interesting professional events and famous personalities.
• The Youth Space Center of MSTU houses the Student Mission Control Center .

Famous alumni

• Pavel Sukhoi (1895–1975) – an outstanding aircraft designer, Doctor of Technical Sciences, under whose leadership more than 50 aircraft hulls were created. The SU aircraft series is named to honor the aircraft designer.
• Sergei Korolev (1907–1966) – an outstanding scientist and designer in the field of rocket science. He launched the first artificial satellite in near Earth orbit and sent the world's first astronaut into space.
• Anfrei Tupolev (1888–1972) – scientist, aircraft designer, Doctor of Technical Sciences, academician of the USSR Academy of Sciences. Developer of the world's first supersonic civil aircraft Tu-144.
• Yuri Koptev (1940) – Chairman of the Council of Roscosmos, Doctor of Technical Sciences, full member of the Academy of Space Sciences.
• Oleg Artemyev (1970) – Russian test cosmonaut, hero of Russia. He made 2 space flights and 3 spacewalks.
• Ilya Sachkov (1986) – co-owner, CEO of Group-IB, in 2016 entered the ranking of bright entrepreneurs under 30 according to Forbes.
• Dmitry Grishin (1978) – co-founder, head of the board of directors of Mail.Ru.Group. Since 2012, he is the founder of an investment fund in the field of consumer robotics.

Student Reviews

Pros. Students note excellent fundamental training, a strong teaching staff, and the opportunity for self-realization during extracurricular activities. The positive aspects include the presence of a military department, convenient location and a large number of dormitories.

Cons. Critical reviews mention huge training loads, especially during the first year, lack of repair in educational buildings, outdated equipment, poorly organized practice. Many students do not like a large number of engineering subjects in all programs and areas of training.

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Our specialists will find a university, arrange your documents, fill out the applications, and stay in touch until you receive an offer.

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Moscow State University

Saint petersburg state university, novosibirsk state university, moscow state institute of international relations.

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Growing up at georgia tech.

Many students meticulously plan their Commencement outfits, but Courtney Curtis sewed hers.   

The Douglasville, Georgia, native got her first sewing machine when she was 9, taking inspiration from her seamstress grandmother. Despite sewing through her finger the first time she used the machine, Curtis kept at it.  

"I am not someone who gives up or quits. If you sew through your finger once, that doesn't mean you'll do it again. Everything, whether it's a hobby or starting a new project, comes with a learning curve, and if I start something, I'm going to finish it," she said.   

Around the time she started sewing, Curtis set foot on the Georgia Tech campus for the first time. Attending CEISMC events and K.I.D.S Club events, she remembers how expansive the 400-acre campus felt as a child. Over time, it became familiar as she returned often with her dad, who was earning a master's degree in civil engineering.   

"When we were on campus with him, he would study in front of the same big tree on Tech Green. While he studied, I would do my homework, and that spot became one of my favorite study spots on campus," she said.   

On one of her many weekend trips to campus as a high school student, she attended a biomedical engineering student panel and felt an instant connection to the program.   

"As a high school sophomore, I listened to the panel talk about their experiences, what it meant to be in BME, and everything they do at Georgia Tech, and that was a primary reason why I gravitated toward it. I felt that it fit with who I was as a person, and in hindsight, getting my education here allowed me to pursue my passions," Curtis, a John Lewis Leadership Fellow, said.  

After graduating, she will join Owens & Minor as an R&D product engineer focusing on medical apparel, combining her interests in sewing and helping others. Owens & Minor was the primary sponsor of Curtis' capstone project, in which her team created a more inclusive cleaning coverall.   

"Unfortunately, the hoods currently used in cleaning coveralls don't accommodate the fact that people have heads and that those heads have hair. That was a glaring complaint we heard, especially from women who wear their hair in puffs or may have braids. Our coverall resolves that issue with an inclusive hood that covers your hair, keeps everything nice and sterile while you're working, and eliminates waste," she explained.  

From the Flowers Invention Studio to the Salsa Club, Curtis will miss plenty of aspects of campus life, including one that she knows goes against the norm for most college students.   

"I'm surprisingly going to miss the atmosphere and the vibes around final exams when everybody's super stressed and scrambling, and you see everyone cramming in the Library," she said.  

When she crosses the Commencement stage, Curtis will be thinking of all those who helped her get to this point — her family, the Georgia Tech Society of Black Engineers, the Black Women’s Support Group, the Office of Minority Educational Development, and BME faculty members including James Blumling, Swati Gupta, Melissa Kemp, S. Balakrishna Pai, and Ankur Singh.  

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Bauman Moscow State Technical University

Publish your uniRank University Ranking ™ <!-- uniRank University Ranking -- > <iframe src ="https://www.4icu.org/reviews/rankings/university-ranking-3966.htm" width="150" height="80" frameborder="0" scrolling="no" > </iframe > <!-- end -- >

Established in 1830, the Bauman Moscow State Technical University is a non-profit public higher education institution located in the urban setting of the large metropolis of Moscow (population range of over 5,000,000 inhabitants). This institution also has a branch campus in Mytishchi. Officially recognized by the Ministry of Science and Higher Education of the Russian Federation, Bauman Moscow State Technical University (BMSTU) is a large-sized (uniRank enrollment range: 15,000-19,999 students) coeducational Russian higher education institution. Bauman Moscow State Technical University (BMSTU) offers courses and programs leading to officially recognized higher education degrees such as bachelor's degrees, master's degrees and doctorate degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This 194-year-old Russian higher-education institution has a selective admission policy based on entrance examinations. BMSTU also provides several academic and non-academic facilities and services to students including a library, sports facilities, study abroad and exchange programs, as well as administrative services.

University Snapshot

Selectivity

University Identity

University location, search engine, fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following Bauman Moscow State Technical University's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify Bauman Moscow State Technical University's academic range and degree level offering.

This University offers courses in at least one of the following subjects:

• Applied Arts
• Museum Studies
• Performing Arts
• Religion and Theology
• Visual Arts
• Other Arts & Humanities Studies
• Accounting / Finance
• Anthropology / Archaeology
• Business / Commerce / Management
• Communication and Media Studies
• Development Studies
• Library and Information Science
• Physical Education / Sport Science
• Political and International Studies
• Social Policy / Public Administration
• Social Work
• Sociology / Psychology
• Tourism / Hospitality
• Other Business & Social Science Studies
• Aboriginal / Indigenous People Studies
• African Studies
• American & Caribbean Studies
• Ancient and Modern Languages
• Asian Studies
• English Studies
• European Studies
• French Studies
• Germanic Studies
• Indian / South Asian Studies
• Italian Studies
• Middle Eastern Studies
• Portuguese Studies
• Russian / Eastern European Studies
• Spanish Studies
• Other Language & Cultural Studies
• Anaesthesia
• Biomedical Science
• Dermatology
• Medicine / Surgery
• Natural / Alternative Medicine
• Obstetrics / Gynaecology
• Optometry / Ophthalmology
• Orthopaedics
• Otorhinolaryngology
• Radiography
• Speech / Rehabilitation / Physiotherapy
• Other Medical & Health Studies
• Aeronautical Engineering
• Agricultural Engineering
• Architectural Engineering
• Biomedical Engineering
• Chemical Engineering
• Civil and Environmental Engineering
• Computer and IT Engineering
• Electronic and Electrical Engineering
• General Engineering
• Geological Engineering
• Industrial Engineering
• Mechanical / Manufacturing Engineering
• Mining and Metallurgical Engineering
• Other Engineering Studies
• Agriculture / Forestry / Botany
• Aquaculture / Marine Science
• Architecture
• Biology / Biochemistry / Microbiology
• Computer / Information Technology
• Energy / Environmental Studies
• Food Science
• Mathematics / Statistics
• Neuroscience
• Pharmacy / Pharmacology
• Textiles and Fibre Science
• Zoology / Veterinary Science
• Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on Bauman Moscow State Technical University's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of Bauman Moscow State Technical University courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

Tip: search for Bauman Moscow State Technical University's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on Bauman Moscow State Technical University's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic Bauman Moscow State Technical University's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has Bauman Moscow State Technical University a selective admission policy? Yes, based on entrance examinations.

Admission Rate

Bauman Moscow State Technical University's acceptance rate range is not reported.

International Students Admission

International students are welcome to apply for admission at this institution.

Admission Office

Tip: search for Bauman Moscow State Technical University's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact Bauman Moscow State Technical University's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for Bauman Moscow State Technical University.

Student Enrollment

Bauman Moscow State Technical University has an enrollment range of 15,000-19,999 students making it a large-sized institution.

Academic Staff

This institution has a range of 3,500-3,999 academic employees (Faculty).

Control Type

Bauman Moscow State Technical University is a public higher education institution.

Entity Type

Bauman Moscow State Technical University is a non-profit higher education institution.

Campus Setting

This institution's main campus is located in a Urban setting.

Academic Calendar

This institution adopts a Continuous type of academic calendar.

Religious Affiliation

Bauman Moscow State Technical University does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of Bauman Moscow State Technical University's main facilities:

University Library

University housing.

Not reported

Sport Facilities/Activities

This institution features sporting facilities and organizes sports activities for its students.

University Services

uniRank provides below an overview of Bauman Moscow State Technical University's main services:

Financial Aid

Study abroad.

This institution offers study abroad and exchange program opportunities for its students.

Distance Learning

Academic counseling, career services.

Notice : please contact or visit the university website for detailed information on Bauman Moscow State Technical University's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

Bauman Moscow State Technical University is legally recognized and/or institutionally accredited by: Ministry of Science and Higher Education of the Russian Federation

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Bauman Moscow State Technical University's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

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Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize Bauman Moscow State Technical University as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Bauman Moscow State Technical University's official affiliations and memberships to higher education-related organizations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

uniRank shows a structural diagram of the first-level academic divisions of the Bauman Moscow State Technical University 's organizational structure; feel free to submit any relevant missing division.

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some Bauman Moscow State Technical University's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

Bauman Moscow State Technical University's main LinkedIn profile

Free Online Courses

Open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

Bauman Moscow State Technical University's Wikipedia article

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Feedback, Errors and Update

We appreciate your feedback and error reports. Bauman Moscow State Technical University's official representatives can claim this institution and request to update this entire university profile free of charge by clicking on UPDATE ALL

Site last updated: Tuesday, 2 April 2024

Disclaimer : please visit Bauman Moscow State Technical University 's official website to review that the information provided above is up-to-date. The uniRank World University Ranking ™ is not an academic ranking and should not be adopted as the main criteria for selecting a higher education organization where to apply for enrollment.

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