Ownership of Research Masterpieces by Brittany Rice

     A few days prior to the research poster presentations, SURE students were told to prepare an elevator pitch for the promotion of “their science.” This pitch was suggested to ensure the students could effectively communicate their research and findings to all members of the audience, and included answers to the following questions:

• -        What is being investigated?
• -        Why is it being investigated?
• -        How was the investigation conducted?
• -        What was found during the investigation?
• -        What directions should future investigations take based on current findings?

This pitch, as well as detailed elaborations of the students’ research, was given to several members in varying disciplines of the science community last Friday at UK’s Hilary J. Boone Center. The discussions of research findings were accompanied by the students completed research poster masterpieces. Posters were aesthetically pleasing and complimented research discussions with a “picture” of depth balanced with simplicity. Poster topics ranged from “Tobacco-free Youth Advocacy Programs in a Rural, Low Socioeconomic Status Community” to “Characterizing insulin receptors using immunochemistry in aging rodents treated long-term with intranasal insulin.”

Students discussed their science with the different members of audience for two hours and received positive feedback on their presentations. What was amazing was the enthusiasm and ownership of students regarding their work. If an individual is a trained and focused scientist, it is challenging to convince them of the importance of research outside of their area of expertise. However, after hours of engaging discussions, the widening of the mind and opening of the eyes of others (including myself) occurred. This alone is a testament to how involved and effective the students’ talks were. The culmination of the research projects described not only alerted me to the environmental contribution to health, but also of the many facets of environmental health research.

The effort, mastery, and ownership of the students displayed during the poster session is evidence of the success of the 2017 Summer Undergraduate Research in Pharmacology and Environmental Sciences Program.

Brittany Rice, M.S.

Nutritional Sciences Doctoral Student

Graduate Research Assistant

Color Me Science by Brittany Rice

Whoever thought science could be so colorful? On August 3^rd, SURE students begin to “paint” their masterpieces. These masterpieces were to demonstrate their summer research. In constructing these works, students had to follow a template that consisted of a stroke of abstract, stroke of introduction/background, stroke of method and results, and a stroke of conclusion and future directions.

As any novice, the students struggled at first. Students toured UK Medical North Building and viewed posters on various research topics to incite their inner artist. Upon touring, students discussed the different “brush strokes” in each work of art (research poster presentation). No two posters were alike, and varied in detail and visual depiction of research investigations. Despite the individuality of each poster, the formula for its construction remained the same. With more perspective and insight, students begin to tackle the initial sketches (draft) needed for the completion of their masterpiece (research poster presentation).

Once sketches were completed, students took their science from off the “paper” onto the lab coat. Yes, you read it correctly... As a scientist, one must be creative, detailed oriented, and communicate effectively. In an exercise to further develop these skills, students tie dyed lab coats. Tie dying lab coats is not an easy task. The striations and colors of dye are determined by the banding pattern chosen. To ensure the successful execution of this exercise, the students worked collaboratively and according to their strengths. A few students disseminated the instructions to the masses, while a handful of students helped with the banding patterns. Some students even volunteered to do the dying for those who struggled with coordination of colors.

The students were left with the task to rinse and dry lab coats, as well as complete their research poster presentation masterpieces. On August 11^th, the students will wear their uniquely designed lab coats and present their summer research. Overall, this experience was colorful in the literal and figurative sense. 

Brittany Rice, M.S.

Nutritional Sciences Doctoral Student

Learning about using biotechnology to develop drugs, becoming an MD/PhD and environmental engineering

   Our discussions during the penultimate week of our program involved three very successful individuals who are engaged in quite different careers.
    On Monday, the SURF students met with Dr. John Littleton.  Dr. Littleton first became interested in pharmaoclogy's interest in pharmacology began when he was a medical student.  Upon receiving his MD and PhD, he embarked on a research career studying alcohol dependence and neuroprotection.  When he arrived at the University of Kentucky, he became interested in using biotechnology to develop screening methods for identifying natural products to use as novel drugs.  This led to the establishment of his company, Naprogenix.
     The SURF and SURES students then met with Dr. Susan Smyth who is the Director of the Gill Heart Institute and Director of the MD/PhD program at the University of Kentucky.  Dr. Smyth's research focuses on cardiovascular disease.  She talked about her training experiences and how invaluable her mentors were to her career success.  She also discussed the MD/PhD program and the strategies that she uses to balance her career as a clinician and researcher with her family life.
     On Tuesday, the SURES students met with Dr. Kelly Pennell. Dr. Pennell talked about her interests in environmental engineering and her career path that led her from being an environmental consultant to her current activities studying the fate of environmental contaminants-http://kgpennell.engineering.uky.edu/.  She is particularly interested in vapor intrusion.

Learning about the new Environmental Health Sciences Center (CARES) and drugs used to treat opioid overdoses

     As we entered the first week of August, we engaged with two professors who work closely with community members.
     The SURF students talked to Dr. Daniel Wermeling who is a professor in the College of Pharmacy http://pharmacy.uky.edu/faculty/dwermel/Daniel-Wermeling.   Dr. Wermeling began his career as a pharmacist in the University of Kentucky Chandler Hospital.  He developed expertise in the nasal delivery of drugs.  From there, he worked on developing novel formulations of drugs which led him to form independent companies.  Upon realizing how the opioid epidemic is impacting our communities, he then focused on developing nasal delivery systems to rapidly deliver the opioid antagonist, naloxone and treat overdoses.   He has also worked on making changes in public policy such that these treatments are more readily available and is currently working with members of the community to educate others on how to prevent overdoses.
 

     The SURES students met with Dr. Xianglin Shi who is the director of the recently funded UK Cancer for Appalachian Research in Environmental Sciences, UK-CARES.  The University of Kentucky joins a number of universities who host similar centers.  Dr. Shi  discussed how the new center is organized.  UK-CARES supports interdisciplinary research and involves scientists from the Colleges of Engineering, Medicine, Nursing, Public Health.  The center will not only promote research, but also provide opportunities for education and interactions with members of the Appalachian community.

Learning about the blood-brain barrier, graduate school and environmental justice

     The SURF participants met with Dr. Anika Hartz for lunch on Monday.  Dr. Hartz studies regulation of the blood-brain barrier function in neurodegenerative diseases such as Alzheimer’s disease, epilepsy and brain cancer.  You can read more about her here-http://pharmns.med.uky.edu/users/amha283#profileTab4.  Dr. Hartz did most of her scientific training in Germany.  We had a great discussion comparing and contrasting the scientific opportunities in Germany as compared to those in the United States.

    On Tuesday afternoon, both groups met with the Dean of the Graduate School, Dr. Brian Jackson (https://physiology.med.uky.edu/users/jackson).  He is also a Professor in the Physiology department who has spent the majority of his research career studying renal function.  Dr. Jackson was trained in the United Kingdom and talked quite a bit about the differences in his training compared to what is typical in the United States.  We also discussed the different graduate programs and training opportunities available at the University of Kentucky.  Dr. Jackson also addressed questions pertaining to the application process and provided insights on what made a successful application.

   

On Thursday, we watched the movie, Erin Brockovich.  This movie is based on a true story wherein a legal assistant (who is also a single mother) discovers that the Pacific Gas and Electric Company has been contaminating the drinking water of a small town (Hinkley, California) with the carcinogen, hexavalent chromium.  When she realizes that a large number of the residents have serious medical problems, she initiates efforts towards a major class action lawsuit.  During our discussion, we learned that this story has many parallels to Adam's work who is studying tricloroethylene with Dr. Kelly Pennell in the College of Engineering.

Tours of Shriners Hospital for Children and the Wastewater Quality Town Branch Facility

      On Wednesday, July 19, the SURF participants toured the new Shriner's facility that is now on the UK Healthcare campus.  We learned about the Shriners Hospitals for Children which specialize in orthopedics, burn care, spinal cord injury and cleft lip and palate.  These hospitals typically team up with academic medical centers.  The Shriners Hopital in Lexington specializes in in orthopedics and is an out-patient facility.  Many of the phycisians who provide care at Shriners are also University of Kentucky faculty members.  The facility has been designed specifically for childern and incoporates art and natural lighting to provide a comforting environment.  You can read more about this facility here.

     On Thursday, the SURF and SURES participants took a tour of the Wastewater Quality Town Branch Facility and Laboratory guided by Dr. David Price.  The processes involve removal of large items such as branches, aeration to encourage bacterial decomposition, transfer to large holding tanks and finally to chlorination.  The tests performed in the laboratory include analyses of coliform and chorine levels.  The test results are available to the public.  This trip could probably be described as one of "sensory overload".  Since it was such a hot day, I asked everyone if they still had an appetite for ice cream.  Fortunately, ice cream was still appealing, so we met at Crank and Boom to help restore our sensory balance.

Conversations about clean water, ear implants and forensic pathology

     On July 11, the SURES participants met with  Jessica Kane, Community Engagement Director, Kentucky Waterways Alliance (https://kwalliance.org/).  We learned about the many issues pertaining to clean water that are addressed by this nonprofit organization.  The Kentucky Waterways Alliance is involved in a number of educational activities, assists in watershed planning and in restoring Kentucky's waterways.  They will also assist different volunteer groups who would like to organize service events such as stream clean ups.   Recently, the Kentucky Waterways Alliance has teamed up with the Sierra Club to address arsenic pollution of Herrington Lake-Environmental groups sue KU

     The following Monday, the SURF participants met with Dr. Matthew Bush, MD/PhD, Vice Chair for Research, Dept of Otolaryngology (https://youtu.be/sc8k3e12O7s.).  Dr. Bush described his career path, how he had spent time doing laboratory work pertaining to the mechanisms involved in hearing, but when he arrived at the University of Kentucky, decided to focus his research on clinical questions.  He told us that when infants who are hearing impaired received cochlear implants when they are 1 year of age, they rapidly develop and are at a level similar to that of peer groups when they begin school.  Children who received implants at later stages often do not benefit from this rapid developmental progress.  He is trying to understand why parents may not seek out clinical care at the earliest stages of the child's life.  He said that one of his greatest pleasures is being able to perform surgeries that have such significant consequences on an individual's life.

     On Tuesday, The SURES participants met with Dr. Shannon Crook (https://med.uky.edu/users/smu235#profileTab3) to talk about forensic pathology.  We discussed the involved training and how forensics pathologists interact with coroners and police departments to identify causes of death.  You can learn more about forensic pathology by watching this BBC documentary BBC documentary.

A reflection by one of our "Near Peer Mentors"

     I remember it like it was yesterday… On May 4, 2017, I received an email from Dr. Swanson congratulating others and myself on being selected as a Near Peer Mentor for the Summer Undergraduate Research in Pharmacology and Environmental Health Sciences (SURES) program. “Waaaaaaaaaahoooooooooooo,” I screamed. I could not believe it. I was in such disbelief that I had to re-read the email just to ensure what I previously read was accurate, AND IT WAS CORRECT!

Weeks before the selection notification, I was carefully preparing my application for the Near Peer Mentor position. I can still recall the anxiety I experienced preparing my answers for the questions asked on the application. I was hoping that my hobbies, career goals, and attributes aligned with the desired requirements for the position. For a while now, I have been exploring career paths that would allow me to mentor students. Since undergraduate, I knew I wanted to pursue a career that allows me to engage with students and aid in the development of their academic and career endeavors. The mentoring I received during my time in undergrad tremendously influenced my life, and ensured the successful completion of my Bachelor’s degree. This was it! The acceptance as a SURES Program Near Peer Mentor finally gave me the opportunity to pay it forward!

     Initially I thought that as a mentor my role was just “to be there,” and to give my mentee the “recipe” I used for success. After all, my previous mentors were always there for me, and I closely followed their “recipe”. It was not until the Near Peer Mentor introductory meeting/training session that I learned that coaching is a large part of mentoring. Dr. Swanson explained how one can be mentored and how one can be coached. Although coaching and mentoring are distinct, they have many commonalities. All of my mentors to date were scientists who went to graduate school and chose to submerge themselves into a career in Academia. It never dawned on me that the positive experiences they provided, along with at the time my budding interest in biomedical sciences led me my current position as a graduate student.  

     During the introductory meeting/training session, I began to wonder if I could even coach. I have been mentored all this time, not coached. I knew I could advise someone to follow my path, but what if being a professor, doing science outreach, or going to graduate school was not my SURES student goal. I began to worry. After the meeting, I went home and read literature on mentoring and coaching. I continued to read about the topics until a day or so before Dr. Swanson assigned us students.

My moment of truth came via email. Dr. Swanson sent an email out with Near Peer Mentors and student assignments. Before reading the email, I closed my eyes and hoped I would have a student who aspired to have a career path closely to my path. Oh boy! I took a deep breath and began to read. I was not assigned a student who wanted to attend graduate school, instead I was assigned a student who aspires to be a physician. After reading my assignment I prayed that I would be the best mentor possible. I immediately started brainstorming things that I could do to ensure my mentee’s success in becoming a physician.

     The next day, I acted on my brainstormed scattered notes. I contacted my mentee and asked if her and I could have an initial meeting. A few days later we met and discussed on status in applying to medical school. She informed me that she was working on the completion of her application and had clinical shadowing hours. I asked if I could help her with the application. A week or so later I read and revised her personal statement. While reading her personal statement, I began to develop a deeper understanding of why she wanted to be a physician. Upon returning her personal statement, I asked her if she was willing to complete other shadowing opportunities. She replied yes. I then began networking with physicians at UK. I started with a simple email followed by an office visit. During the office visit I explained my student’s aspirations and progress to date. I secured her multiple shadowing opportunities in areas of medicine she had no familiarity with.  

     After telling her the news and establishing correspondence between her and the physicians I contacted, I began to mention that she should prepare for the interview process. My student and I both knew students in medical school at UK, so I suggested she conduct an informal interview with these students. The goal of her informal interviews was to find out as much as the medical school interview for admission process. To my delight her informal interviews went well. Feeling much better about her application and the admission interview process, my student submitted her application.

     Since the submission, our frequent lunch meetings now focus on her summer laboratory experience. Not only am I my student’s Near Peer Mentor, I am also a graduate student in the laboratory that she is working in. I will admit that after receiving the SURES student assignments, I was nervous about being both my student’s mentor and laboratory supervisor. I was hoping I could balance both mentoring and supervising the same student. Coaching was new to me, but training someone in the lab was even “newer.” Prior to the submission of her application, I made a clear distinction between discussing lab things and discussing her academic endeavors. In lab we discussed lab matters, during our frequent lunch meetings we discussed medical school. Luckily, the distinction worked and allowed us both to manage the different capacities of our relationship.

     Working in the lab with my student this summer has been a teaching experience. As a graduate student, my SURES student is the first person I have had the responsibility to train. Seeing her growth in laboratory independence has been THE highlight of my summer.  She is now able to carry out experiments on her own with little to no supervision. I am excited for the weeks to come, as her and I will begin working on her poster presentation on her summer research.

     Not only has working with my student provided me a hands-on teaching experience, I have also increased my personal profile. Specifically, my interactions with my student allowed me to hone my networking skills, resulted in an increase of my personal contacts, and gave me a completely different perspective on the coaching aspect of mentoring. Most importantly I learned that coaching entails of helping one meet their personal goals despite the difference of their goals when compared to one’s own trajectory. This experience as a SURES Near Peer Mentor has had a tremendous impact on me, and has solidified my career choice to pursue Academia. I am truly grateful for the program and this experience.

Brittany Rice, M.S.

Nutritional Sciences Doctoral Student

Graduate Research Assistant

Our sessions with Rapper Farmer Brown

We had two sessions with Rapper Farmer Brown (aka Trevor Claiborn).  You can read more about him here here and here . On Friday, July 7th, Trevor met with us and talked about his career as a rap artist and his transition to outreach to children.  He uses rap to educate them about agriculture, nutrition and gardening. He also channels his creativity in writing children's books.  He talked about the process he went through to discovering his passion for what he does.  He also discussed  how outreach can be incorporated into any research agenda (including undergraduate research experiences) and why it is important to using culturally appropriate materials to reach your target audience.  

Overall, his activities can be summarized as hip-hop themed educational audio & video production, live lecture and performance, urban gardening activities and educational curricula and activities.

On July 14th, we had the opportunity to watch him in action as he interacted with children in the Children's garden of the Arboretum.   We also had the opportunity to do short videos describing our research projects.

The "Chicken wing, chicken wing, chicken wing, chicken wing shuffle...." refrain got stuck in my head all afternoon and reminded me of a song I grew up with--"The Chicken Dance"--one version is here.  But a more recent one by none other than Queen B is found here.  Now, all we have to do is to tie all this "Chicken Stuff"  into Environmental Health Sciences and Pharmacology.   As scientists and health care professionals, it is crucial that we learn to communicate effectively with the public and be more engaged with our local communities.    These types of outreach approaches can be very valuable for initiating our conversations and breaking down communication barriers.  If you want to learn more about how to communicate with the public, Alan Alda has just published a book on the subject that I am currently reading.

Our Red River Gorge and Entomology Trips

Our first trip was to the Red River Gorge organized by the University of Kentucky Outdoor Pursuits Program.

Our second trip was to the UK North Farm with Dr. Blake Newton.  We participated in field work, collecting lady bugs and insects and small animals in the creek to assess the overall health and species diversity of these environments.

It all began in June

On June 5th, we welcomed our SURF and SURES participants at the Donald T. Frazier Science Outreach Center.  We began by getting to know each other and becoming familiar with laboratory safety and research ethics.  Five groups then participated in a scavenger hunt collecting prizes at various locations on the UK campus.  In the afternoon, the SURF participants worked with Dr. Wendy Katz to learn about immunostaining and other approaches used to examine tissues.  The SURE participants engaged in a "mentor-mentee matchup" to choose their near peer mentors.  These mentors will meet weekly with their mentees to discuss career choices and work on their professional skills.

SURF Monday lunches began with a conversation with Ms. Kaia Hampton.  Kaia is a fifth-year Pharmacology graduate student who obtained her BS in Biochemistry at the University of Tampa.  Kaia is currently a fellow in the Office of Technology Commercialization at the University of Kentucky.  Our discussion focused on what Kaia has learned as a graduate student, her experiences as a fellow and how these experiences will contribute to her career plans.  During our second SURF lunch in June, we practiced our interviewing skills.  The SURF participants joined Dr. Donna Weber in meeting the "SimMan"-a full-body adult, wireless patient simulator.  By administering drugs like albuterol, dobutamine and nitroglycerine, we learned about receptors that regulate the "fight or flight" response on how different drugs work to either activate (agonists) or block (antagonists)these receptors.



SURES Tuesdays began with a conversation with Dr. Dick Shore.  Dr. Shore is currently the Chair of the Bluegrass Group of the Sierra Club.  Their facebook site is here.  Dr. Shore began his career with a PhD in zoology.  Early in his career, he served as a faculty member at the University of Toledo.  Because of his interest in solving problems associated with manufacturing, he then became an industrial engineering.   As a retiree, he is a passionate volunteer of organizations involved in environmental and social justice.  He is also a living history interpreter of the life of John Muir.  For our second June Tuesday discussion, the SURES group practiced their interviewing skills.