Take a break and start your morning with OGSL at our Grad Retriever Breakfast!
Stop by to connect with fellow grad students, enjoy a warm meal, and recharge before the rest of your day.
To-go containers will be available for anyone observing Ramadan or anyone who prefers to take their food to-go.
Thursday, February 19
10:00 AM – 12:00 PM
Commons 308
Come through, grab what you need, and don't miss it.
Laila is a Biological Sciences major. Most recently, she completed a summer research fellowship at Duke University School of Medicine through the Howard Hughes Medical Institute (HHMI) Summer Undergraduate Research Program (SURP).
Mentors: Dr. Chantell Evans in the Department of Cell Biology at Duke SOM.
Title of your research project: Mitochondrial Stress Remodels TFAM Organization in Primary H
What research experiences have you had? (focus on most recent)
I began my research journey as a freshman in 2022 at the University of Maryland
Baltimore, School of Medicine in the Kelly Lab, where I was introduced to neurobiology
and neurodegenerative research. Since then, I have continued working in translational
neuroscience across multiple labs, including the Parker Lab at UMSOM and currently the
Wolff Lab at UMSOM.
Most recently, I completed a summer research fellowship at Duke University School of
Medicine through the Howard Hughes Medical Institute (HHMI) Summer Undergraduate
Research Program (SURP). In the Evans Lab (Department of Cell Biology), I studied
mitochondrial DNA integrity in primary neurons, specifically investigating how cellular
stress remodels endogenous TFAM puncta using confocal microscopy and 3D image
analysis.
Across these labs, I have gained experience in rodent colony management, transcardial
perfusions, embryonic microinjections, vibratome and cryosectioning, primary
hippocampal neuron culture, immunocytochemistry, and confocal microscopy. I have
applied machine-learning–based behavioral analysis (SLEAP), curated large behavioral
datasets, and implemented Python/Conda workflows for scalable analysis. These
cumulative experiences have strengthened my interest in translational neuroscience and
mechanistic disease research.
How did you find the research opportunity?
I discovered the HHMI SURP opportunity through UMBC’s pre-med/pre-dental online
community in April. I applied shortly after and was thrilled to be accepted in May.
Who is your mentor for your research, scholarship, or artistic project? (give full
name and department) How did you arrange to work with this person?
My principal investigator was Dr. Chantell Evans in the Department of Cell Biology at
Duke SOM. I also worked closely with graduate student mentor Olivia Conway.
After being accepted into the HHMI SURP program, I was matched with Dr. Evans’s lab
based on my research interests. From the beginning, Dr. Evans and her lab created an
incredibly supportive and intellectually stimulating environment.
Do you get course credit for this work? Paid? How much time do you put into it?
This summer fellowship was fully funded by HHMI, and I was fortunate enough to have
received $12k over the course of three months. I worked full-time in the lab throughout
the summer, dedicating approximately 40 hours per week to experiments, lab meetings,
and weekly virtual HHMI programming.
What academic background did you have before you started?
At the time, I was a junior/rising senior majoring in Biology.
How did you learn what you needed to know to be successful in this project?
HHMI SURP provided weekly seminars covering both scientific topics and professional
development, including how to present research effectively. Within the lab, I learned
hands-on through mentorship, troubleshooting experiments, reading primary literature,
and asking questions constantly. The lab culture emphasized curiosity and persistence.
My mentors modeled what it looks like to approach research not with fear of failure, but
with excitement about discovery.
What was the hardest part about your research?
The hardest part was not mastering technical skills.. it was developing grit.
Experiments don’t always work the first time. Cells don’t always stain correctly. Imaging
parameters sometimes need to be completely re-optimized. Early on, that unpredictability
felt frustrating.
One of the staff scientists, Dr. Lola Kalejaiye, often reminded me that it’s called
“research” for a reason — you must keep re-searching. She genuinely found joy in
troubleshooting and refining experiments. Over time, I began to understand that
persistence and patience are the true foundations of scientific growth. Learning to
embrace that process was the most challenging, and most valuable lesson.
What was the most unexpected thing?
How much I loved it.
This experience solidified my desire to pursue an MD-PhD rather than solely an MD. I
found deep fulfillment not only in conducting experiments, but in asking mechanistic
questions about disease and working toward translational impact.
How does this research experience relate to your work in other classes?
As a Biology major, my research directly connects to concepts I’ve learned in cell
biology, genetics, and molecular biology courses. Seeing mitochondrial dynamics,
transcriptional regulation, and cellular stress pathways play out in real experiments
reinforced and deepened my classroom learning.
What is your advice to other students about getting involved in research?
Believe in yourself before anything else.
You must believe you belong in scientific spaces.. even before you feel “ready.”
Opportunities often come from putting yourself forward and being willing to learn. Every
researcher starts somewhere. Confidence, curiosity, and resilience matter just as much as
prior experience. Send the email. Apply to the program. Ask the question. Growth
follows initiative.
What are your career goals?
I plan to pursue an MD-PhD with hopes to specialize in transplant medicine, particularly
end stage kidney disease in diabetic patients. As someone deeply invested in both clinical
medicine and biomedical research, I hope to bridge mechanistic discovery with patient-
centered innovation.
What else are you involved in on campus?
I am involved in the Muslim Student Association (MSA) and the Egyptian Student
Association at UMBC. I have also previously volunteered with Hearts for the Homeless.
]]>STEM courses often include complex content—equations, graphs, data tables—that can create significant accessibility barriers for students with disabilities. This session provides STEM faculty with a clear, practical overview of how to make STEM materials accessible. The session will focus on common accessibility challenges in STEM and highlight fixes that faculty can implement without advanced technical skills.
By the end of this session, participants will be able to:
Identify common accessibility barriers in STEM course materials (e.g., math notation, graphs, tables, and PDFs) and explain why these create challenges for students using assistive technologies.
Describe practical strategies and tools for improving accessibility in STEM content, including approaches for math equations, visual data, and structured documents that align with WCAG 2.1 AA standards.
Apply a prioritized approach to remediation by recognizing which fixes are easiest for faculty to implement themselves and where to seek additional support for more complex issues.
The virtual format will be primarily presentational, with brief discussion pauses to address questions and share experiences. Participants will leave with actionable strategies, recommended tools, and resources to begin improving accessibility in their STEM courses. The session will be recorded.
Open to all UMBC and USM faculty, staff, and students. No prior accessibility experience needed.
Presenter: Dr. Sarah Bass, Associate Teaching Professor of Introductory, Analytical and Instrumental Chemistry, University of Maryland, Baltimore County. Dr. Bass is a dedicated faculty champion for accessibility, promoting inclusive teaching practices to create a more supportive educational environment for every learner.
Helpful STEM Links to Review:
Accessibility in Math chapter (Digital Accessibility Handbook)
The A11Y Collective's Ultimate Checklist for Accessible Data Visualisations
Continual Engine's How to Make STEM Content Accessible for Students with Visual Impairments
Section508's Accessible Equations and Formulas
Brought to you by:
This session was initially presented as part of the USM Kirwan Center Spring Cleaning 2026 series.
AOK Library's Faculty has created a guide for facilitating Writing Accountability Groups. Visit here for more: https://lib.guides.umbc.edu/wags