The MS in Bioinformatics is one of Brandeis GPS’s fastest growing programs. With a new fast-track option, you can earn your degree in just 15 months. But what is bioinformatics? Who should study bioinformatics? And what career opportunities are available to those with a bioinformatics degree? The following article will break down the basics of bioinformatics and give insight into this emerging field.

What is bioinformatics?

Bioinformatics is a fascinating field at the forefront of medical and pharmaceutical innovation. Using computer technology and other analytical tools, bioinformaticians are able to extract insights from huge amounts of biological data. By analyzing genome sequence data and creating databases and tools to make genomic data more accessible, bioinformatics practitioners are giving scientists and clinicians a better understanding of the relationship between health and disease. Discoveries in the field of bioinformatics have led to the development of new treatments, such as chemotherapy, and the acceleration of vaccinations, such as the COVID-19 vaccine. Insight gained from bioinformatics has also paved the way for personalized medicine, which has the potential to dramatically improve health outcomes in the future.

What kind of background is needed to study bioinformatics?

Bioinformatics is a discipline that combines aspects of computer science, mathematics, physics, and biology. As much of bioinformatics deals with molecular data, individuals interested in pursuing a bioinformatics degree should have completed undergraduate-level coursework in molecular biology or biochemistry. Coursework in statistics, probability or biostatistics is also required. Individuals applying to Brandeis GPS must also meet general admissions requirements to be eligible for the Bioinformatics program. 

What bioinformatics careers are available?

An MS in Bioinformatics opens the door to career opportunities in various settings, including biomedical firms, pharmaceutical companies, hospitals, research institutions, and more. Bioinformatics practitioners may take on a variety of job titles, such as bioinformatics scientist, engineer, computer specialist, analyst, or consultant. Each of these roles entail slightly different responsibilities, but all require a strong understanding of mathematical, statistical and computational methods and the latest bioinformatics tools. 

Job outlooks vary slightly depending on a bioinformatician’s specialization and industry of choice. Bureau of Labor Statistics data reveals that job growth for all occupations that may include bioinformaticians – such as statisticians, data scientists, and computer scientists – is higher than average across occupations. The demand for individuals who can understand and apply insights from genetic data is especially high as more COVID-19 variants emerge and more vaccines are needed. 

Why study bioinformatics at GPS?

Unlike other bioinformatics programs, courses at Brandeis GPS are designed specifically for the Bioinformatics program. The curriculum is influenced by the real-world expertise of our faculty and advisory board members, who are active professionals at the top of their field. Faculty member Dr. Richard Allen, for example, is a Senior Principal Scientist at Pfizer, where he works to apply mathematical and quantitative techniques to address critical uncertainties in the drug discovery and development process. With GPS’s small classes, you’ll have the opportunity to make connections with instructors like Dr. Allen, all while experiencing the convenience of online learning. Our part-time and fast-track options also mean you can choose to pursue your education at the pace that works best for you. With an MS in Bioinformatics from Brandeis GPS, you’ll have the analytical skills and practical knowledge necessary to excel in a field that’s revolutionizing diagnostics and treatments.

For more information about the Brandeis GPS master’s in Bioinformatics, visit the program webpage.

By Elizabeth Santiago, PhD

I have two passions: learning design and storytelling. For a time, I thought they were distinct, separate areas of interest, but I have come to realize they are foundationally similar even if the output is different.

As a fiction writer, I draw inspiration from everyday occurrences, my own personal experiences and, sometimes, from stories I hear from others. I tend to feel a spark – a little jolt that reverberates through my body letting me know there’s something I want to explore. Once I acknowledge that I’m intrigued by an idea, I allow my creativity to flow and I build a basic premise. That premise may be a one line description of what the story can be. For example, “A person travels to Puerto Rico and discovers ancestors they never knew they had.” 

I then start to build upon that basic idea and ask myself questions like, who are the characters in the story? What are all the settings? What happens to the characters to change them for the better or the worse? Once I answer all these type of questions, I write a first draft. I enlist beta readers to read that first draft then I revise and finalize. 

That process closely mirrors a design thinking process. The below image from the Interaction Design Foundation closely aligns with how I approach a new work of fiction and a learning design endeavor.

As a learning designer, I often get asked to design learning to solve problems. Here is an example of a recent request I received: How can we make research more accessible to undergraduate students? Students have expressed the desire to do more research, but they are not sure where to begin. They have shared that they would take a short course that provides an overview of the process. Can you help?

This real scenario started from a place of empathy – empathy for the student and their desire to learn and grow. I liken this empathy to the spark I initially feel in the creative writing process, which is from connecting to my surroundings and other people.

From that premise, I began to outline and define what a solution might look like. This is a similar process as writing a basic one line premise for a story concept. Once I get approval on the concept, I begin to ideate and ask questions like, what do I want students to be able to know and do after engaging with this course? What are the existing resources, materials and assets I have to work with and what needs to be created to fill gaps? How will I know that students have acquired knowledge?

Once all these type of questions are answered, I create a prototype that has enough of a feel of the learning experience to get feedback on the approach. I test it with the target audience to determine if it has met the originally stated needs and goals then I revise and finalize.

While writing fiction and designing learning is much more involved than this high-level overview implies, aligning the design thinking process employed in both is eye-opening. Design thinking is creative, yet provides a method for solving problems and gathering input from those who will interact with the myriad of experiences you are developing.

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Elizabeth Santiago, PhD is the chair of the Learning Experience Design program at Brandeis University. Her debut young adult novel, The Moonlit Vine, will be published in January 2023 by Lee and Low. 

For more information about the Learning Experience Design program or other online master’s degrees available at GPS, please visit brandeis.edu/gps.