Being a professor is exciting to me because it enables me to play many roles over the course of my career: as an educator, a mentor, a researcher, an administrator and an entrepreneur. All these roles are important to me and I have been developing my skills to prepare for them.
Here's what else I have to say...
As an educator, at Hopkins, I developed 3 courses related to Neural Prostheses and have taught 150+ students (high school and undergraduate) over 150+ hours of course time across 10 different sections. In my lab, I’ve mentored 30 students (high school, undergraduate, and graduate) to various degrees regarding research and engineering skills. My postdoctoral and Ph.D. research experiences are giving me the neuroengineering background to explore interesting and impactful scientific and engineering questions. I am interested in getting involved in university administration to help make higher education more accessible, diverse, equitable, and student-friendly. Finally, I am interested in partnering with other entrepreneurs to translate and commercialize my research to benefit society.
Ten-week, fifteen-hour seminar-style course for two sections of 8 and 10 undergraduates students, respectively. Cover the neuroscience and engineering underlying neural prosthesis technology, neural prosthesis applications, and advanced topics in neural prostheses.
An online course offered in the Engineering for Professionals program. Provided content and lecture recording for 3 modules covering neural stimulation and neuroethics. The course covers neuroanatomy, traditional prostheses, the mechanisms of neural stimulation, and how neural stimulation can restore aspects of vision, hearing, movement, and touch to those who have lost it.
Ten-week, fifteen-hour seminar-style course for two sections of 9 undergraduate students each. Covered the neuroscience and engineering underlying neural prosthesis technology, neural prosthesis applications, and advanced topics in neural prostheses.
Two-week, thirty-hour virtual intersession course for 12 undergraduate students. Covered the neuroscience and engineering underlying neural prosthesis technology, neural prosthesis applications, and advanced topics in neural prostheses.
Ten-week, fifteen-hour seminar-style virtual course for two sections of 7 undergraduate students each. Covered the neuroscience and engineering underlying neural prosthesis technology, neural prosthesis applications, and advanced topics in neural prostheses.
Five-week college-level virtual summer program for 31 high school students that introduces the field of biomedical engineering. It focuses on the mathematical modeling of biological/medical systems and the use of engineering principles to solve design problems. Guided the students in forming research questions and developing appropriate experiments to explore them.
Three-week, thirty-hour intersession course for 10 undergraduate students. Covered the neuroscience and engineering underlying neural prosthesis technology, neural prosthesis applications, and advanced topics in neural prostheses.
Spring semester course for senior undergraduates and graduate students. Covered the neuroscience and engineering underlying neural implants and interfaces. Responsibilities included grading, review sessions, and a guest lecture.
Three-week, thirty-hour intersession course for 17 undergraduate students. Covered the neuroscience and engineering underlying neural prosthesis technology, neural prosthesis applications, and advanced topics in neural prostheses.
© 2025 Mark Iskarous
Built by Bailey Kane.