Deep Dives and Dynamic Discussions: Exploring Research in BIOMEDE 599: Mechanobiology

BIOMEDE 599: Mechanobiology blends a historical look at a quickly evolving yet relatively nascent field of science, fundamental concepts and techniques for students whose research involves mechanobiology, and more broadly, an open discussion on the caveats and failures of academic science as it stands today.

“The course is focused on the relatively nascent field studying how cells sense and respond to forces, but we also cover broader topics like the peer review process and academic fraud,” said  Dr. Brendon Baker, Associate Professor, Biomedical Engineering. “Whether it’s the tissue extracellular matrix they interact with or other cells, we approach learning about these topics the same way PhD students and scientists would – by carefully reading, critiquing, and interpreting the primary literature.” Unlike typical survey courses, Dr. Baker’s class dives deep into seminal research papers spanning the evolution of mechanobiology over the last 25 years, from early foundational works to the latest applications geared towards disease treatments and regenerative therapies.

“My goal is for everyone to gain from this class an intuition for how cells sense and respond to mechanical features of their microenvironmental context, such that in the future, you can read a paper unrelated to this topic and envision how the cell or tissue’s mechanical setting may bolster, alter, or confound the authors’ conclusions,” said. Dr. Baker. 

What sets this course apart is its interactive and participatory format. “For every class, students are assigned to read one or two papers from the primary literature. Then, during class, we dissect these papers—exploring the figures, critiquing the research, and discussing its impact,” Dr. Baker said. 

The focus on the research doesn’t stop at interpreting the data. Baker takes his students through the intricacies of the peer-review system and the ethical and political dimensions that can often influence final publication considerations. “This isn’t just about learning the science, but learning about how science is disseminated,” he noted. “Students see how the publication process operates, including its flaws, such as why some papers make it to high-impact journals when the work might not justify it.”

Dr. Baker said his course is tailored to those with a strong interest in research, including students from various stages in their academic careers. “I’ve had a mix of Ph.D., Master’s, and advanced undergraduate students,” he said. “The course’s goal is to help students engage with cutting-edge science. This isn’t the kind of knowledge you find in textbooks.”

Student engagement is key, and the course leverages its grading system to encourage active participation. “Grades are entirely participation-based,” Dr. Baker said. “The discussions drive the class, and students from different academic backgrounds bring unique perspectives that enrich our understanding of the papers we review.”

While the course currently runs as a special topics class, Dr. Baker is hopeful it will soon find its place as a core offering within the biomechanics and mechanobiology academic track. “The plan is to make it a staple course offered every fall, providing students with a consistent opportunity to delve into this exciting and rapidly developing field.”

As the course evolves, Dr. Baker remains committed to keeping it dynamic and relevant. “The list of papers we discuss may change as new research emerges, because staying current is vital,” he said.

In an academic environment where interdisciplinary and innovative approaches are increasingly critical, BIOMEDE 599: Mechanobiology exemplifies the just-in-time learning that prepares students to contribute actively to the body of knowledge in their field. Dr. Baker’s goal is to educate a new generation of thinkers who understand how forces drive biological processes and can harness this for human health.