Matthew Might portrait
  • Research Affiliate, U.S. Department of Veterans Affairs
  • Advisor, Undiagnosed Disease Network Coordinating Center, Harvard University
  • Strategist, Executive Office of the President at the White House
  • Adjunct Associate Professor, Pharmaceutical Chemistry
  • Associate Professor, Visiting, Biomedical Informatics, Harvard Medical School

Current Courses

Spring 2018

  • CS 4940-026
    Undergraduate Research
  • CS 4950-002
    Independent Study
  • CS 4970-008
    CS Bachelor's Thesis
  • CS 6950-042
    Independent Study
  • CS 6951-029
    Teaching Mentorship
  • CS 6970-042
    Masters Thesis Research
  • CS 7970-042
    PhD Dissertation Rsrch

Fall 2017

Summer 2017

Entrepreneurial Experience

  • Pairnomix. 11/2015 - present. Employees: 10.
    Comments: Pairnomix uses individualized compound screening to identify personalized treatments for genetic epilepsies.
  • Diagis Research. 01/2007 - 06/2008. Employees: 7.
  • Yaplet, Inc. 09/2006 - 06/2008. Employees: 2.

Professional Organizations

  • Association for Computing Machinery. 01/2015 - present. Position : Member.
  • SIGPLAN. 01/2015 - present. Position : Member.

Teaching Philosophy

I believe strongly in "hands on" implementation-driven education.  In computer science, being able to implement a system or an algorithm is the ultimate marker of understanding.

Toward that end, I have students engineer creative implementations of undeniably real-world software systems, such an entire Python compiler.

Although challenging, the fact that these projects are drawn from real concerns provides a powerful motivation for students to master the course concepts, which otherwise might seem  theoretical or detached.

My goal is to have every student leave my course having completed a project so impressive that they can demonstrate it to any potential employer and receive an offer on the spot.

While students complain bitterly about the workload in my courses while taking them, graduates consistently reach out to tell me that my courses were the ones that best prepared them for both graduate school and industry.

In the classroom itself, I believe in having a dynamic conversation between myself and my students.

I'm particularly fond of "Socratic live-coding," in which through a series of questions, I elicit a program from the audience to solve a problem they didn't realize they could solve.

Courses I Teach