Q What originally sparked your interest in research?

A I was not interested in research until college. Taking biology classes at Amherst College made me want to take part in original research. During my junior year, I spent a semester in Costa Rica where I had the opportunity to conduct a two-month independent field research project. That made me realize how much more I needed to learn. I followed that up with my senior thesis at Amherst in a molecular biology lab.

Q Can you describe your educational background and path to earning a PhD and becoming a teacher?

A I attended Stuyvesant H.S. in NYC and really didn't know what I wanted to do, but I did know that I was very interested in the environment. I then attended Amherst College, where I had the chance to conduct both field research and laboratory research. After Amherst, I worked as a research assistant in Panama on a project involving figs and their pollinator wasps. I became increasingly interested in the interactions between pollution and plants and went to Cornell to study this for my PhD. I was fortunate to be awarded an AD White Fellowship (which covered tuition and provided a stipend) during my first year at Cornell and then an NSF graduate research fellowship after that, which gave me the flexibility to choose which lab I wanted to join for my PhD. I chose a research group in the USDA lab on Cornell's campus and studied the interactions of metals and plant roots. I earned a PhD in plant physiology with a minor in environmental toxicology. My daughter was born a month after I defended my PhD dissertation and I decided to take time off to be full-time with my family. Afterward, I decided to pivot and become a teacher. I went back to school and took classes at Manhattanville College to become certified to teach science. While there, I also earned an advanced certificate in Education for Sustainability, an area that combines many of my interests. At Manhattanville, I had the opportunity to teach and mentor seniors in the three-semester biology research sequence, which set me up well for teaching research at Greeley.

Q What do you feel your greatest accomplishment has been, either in research or teaching?

A My greatest accomplishment is seeing the impact I have on students. I especially love hearing back from students after they have taken a class with me. At Manhattanville, one student wrote to me after the course about how they had taken my class only to fulfill a distribution requirement but it ended up being their favorite course in college, and how they saw things differently after having taken the class.

Q Have you encountered struggles throughout the course of your career? How did you overcome them?

A Science research can be challenging on many levels. Some projects are more successful than others, and it can be hard at first to know how to pick a realistic and achievable topic. Sometimes research leads to a dead end, and you have to start over again. I think the skills that everyone is developing during this pandemic - of being able to pivot and be flexible - are enormously valuable.

Q How would you describe your teaching style?

A I try to foster curiosity, community and collaboration. I like to help create a community, where all students feel comfortable discussing complex ideas. Since research students work on separate projects, I create opportunities for students to collaborate and figure things out together, as a group. I try to bring science news and stories into the classroom, and I encourage students to continually come up with questions.

Q What is your favorite part about Horace Greeley Science Research?

A My favorite part is the students and their enthusiasm.

Q If you could describe your experience at Greeley in one word, what would it be?

A Hopeful (about the future of our world).

Q What advice would you give to someone who is interested in pursuing scientific research?

A Choose the research group you join based not only on the topic but also on the feel of the group. Different research groups can operate very differently. Find a group that you feel brings out the best version of yourself. Look for people who can mentor you by giving you advice and support along the way. When given the opportunity, mentor others!

Q What made you want to be an educator in science research?

A I became involved in science research as an undergraduate student at Union College. I performed a study on the FSH receptor signaling pathway and localization in lipid rafts. From this experience, I learned that I had a strong interest in science research. After years of science research experiences, (including DNA sequencing for the NYCE Medical Examiner’s Office, and bioassay development) I decided to transition to a new career as a teacher. At this point, I began teaching biology and science research. The experience of working with incredible students to help them complete authentic research was something that I could not pass up. I knew, from my time working in labs and completing scientific writing, that I would be prepared to take on this challenge. Science research has been a great field of education for me, and I have the students to thank for that!

Q What did you do before you came to Greeley?

A Before teaching at Greeley, I was a science research teacher at the Bronx High School of Science. This was an excellent experience. I was able to work with an incredible group of students and teachers. Prior to becoming an educator, I had worked in academic and industrial research labs. I studied molecular and cellular biology at Brandeis University after completing my undergraduate work at Union College. Then I worked for a few industrial labs doing research and development work in the field of biology. These jobs mostly centered around gene sequencing and bioassay development.

Q What do you enjoy most about your job as the Director of Science Research?

A I enjoy working with the students in the science research program. The individualized nature of the program allows students to find what they are interested in and become experts in that field. Seeing students grow from not having a field of interest to actually carrying out research in a scientific field is a great experience. It also allows me to learn more about a variety of topics. As a result, teaching science research is a fresh experience each year. It is truly unlike any other course. Finally, working with an incredible colleague like Dr. Papernik makes teaching this course a collaborative and innovative process. I really enjoy making changes to the program with the ideas and support of creative colleagues, who are looking out for the best interest of the students.

Q What are you most excited to take on in the coming years?

A I am excited about making this program as supportive of the students as possible. I want to create a program that holds the students accountable for hard work, while also giving them the appropriate support to allow as many students as possible to be successful. This success can come while maintaining a balance with other classes, extracurricular activities, and non-school activities if appropriate structure and supports are in place. I want this to be an inclusive program that helps all students who are interested in science research to be able to follow their passion. Also, I am looking forward to making changes based on the needs of the students. One change we need to enact is to make the program less about independent work and more about sharing science research. Starting immediately, there are changes our team is making to make sure this happens. The future of this program is bright thanks to the amazing students who are and have been members of it. I can’t wait to see what these students can accomplish.