The course will review the recent advances in photonics technologies for medical imaging and sensing. The course is designed for graduate students with a back ground in optics and engineering. The main topics for the course are: Light Source and Devices for Biomedical Imaging; Fluorescence, Raman, Rayleigh Scatterings; Optical Endoscopy and Virtual biopsy; Novel imaging contrast dyes, nanoparticles, and optical clearing reagents; Label-free optical technologies in clinical applications; Neurophotonics and Optogenetics.
The course will review the recent advances in photonics technologies for medical imaging and sensing. The course is designed for graduate students with some background in optics and engineering. The main topics for the course are:
This course contains content produced by faculty members other than the listed instructors including: Dr. Jin Kang.
The course materials are divided into modules which can be accessed by clicking Modules on the course navigation menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates. Of course, any discussion on the topics under study would be welcome, please use the forum on Canvas.
This course will cover the following topics:
The aim of the course is to highlight the following questions:
What is optical imaging?
What are the advantages of optical imaging?
What types of optical imaging are there and what are they used for?
How we can used different types of optical imaging in biomedical research?
The following books may be of interest as an additional source:
Fiber Optic Sensing and Imaging 2013th Edition
by Jin U. Kang (Editor)
Springer; 2013th edition
https://www.amazon.com/Fiber-Optic-Sensing-Imaging-Kang/dp/1461474817
In Vivo Optical Imaging of Brain Function
Frontiers in Neuroscience 2009
Ron D. Frostig
https://www.amazon.com/Optical-Imaging-Function-Frontiers-Neuroscience/dp/1420076841
Imaging the Brain with Optical Methods
Anna W. RoeNov 2009
Springer Science & Business Media
https://www.amazon.com/Imaging-Brain-Optical-Methods-Anna/dp/1441904530
Functional Brain Mapping: Methods and Aims
Springers, 2020
Editors: Tsytsarev, Vassiliy, Yamamoto, Vicky, Zhong, Ning (Eds.)
https://www.springer.com/us/book/9789811568824
Online Resources: Please log into Canvas for all materials related to this course.
Some additional resources may be helpful for those interested in functional optical imaging, fluorescence probes and optogenetics: https://opt-imaging.com/
https://www.scimedia.com/
http://www.redshirtimaging.com/
It is expected that each module will take approximately 2-3 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts, as well as some outside reading and listening and watching to the audio annotated slide presentations.
You are responsible for carefully reading all assigned material and being prepared for discussion. Post your questions to the discussion questions by the evening of day 3 for that module week. Part of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Please be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with other participants. Please ensure that your postings are civil and constructive. I/We will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I/we will summarize the overall discussions and post the summary for the module. Evaluation of preparation and participation is based on contribution to discussions
Preparation and participation is evaluated by the following grading elements:
Timeliness (50%)
Critical Thinking (50%)
Preparation and participation is graded as follows:
EXAMINATION: There will no examinations, but there will be a final essay on December .
GRADES: The assignments and final presentation account for 60 and 40% of the total grade, respectably. Grades will be assigned according to the standard curve (A>90%, B>80%, C>70%, D>60%, F<60%).
Deadlines for Adding, Dropping and Withdrawing from Courses
Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.
Academic Misconduct Policy
All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.
This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.
Students with Disabilities - Accommodations and Accessibility
Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.
For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.
Student Conduct Code
The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically.
For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/
Classroom Climate
JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity.
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).
Course Auditing
When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.