Meet Cheli. She is a Chemical Engineering major and her research explores the microscopic world of Filamentous fungi. She hopes to hypothesize that hyphal branching is, in part, regulated by autophagy; a cellular-level recycling process that occurs in a wide range of species from fungi to humans.

How did you find your mentor for year research project?
During my first semester at UMBC I received an email from my ENES 101 instructor saying that Dr. Marten was looking for new undergraduate researchers. I sent him my resume and high school transcript (I did not yet have a UMBC transcript), and I was accepted a couple weeks later, and have been there ever since.

How much time do you put into it?
I generally put in 12-15 hours a week for research but it varies depending on the experiment I am conducting.

How did you hear about the Undergraduate Research Award (URA) program?
My predecessor in the lab was a URA scholar, so my research mentor suggested I should apply as well.

Was the application difficult to do?
The application was straightforward. I would say that the most difficult part was making sure it did not exceed the page limit.

How much did your mentor help you with the application?
My mentor was the last person to review my application before it was submitted.

What has been the hardest part about your research?
The hardest part about my research has been trying to understand unexpected results. Often, in research, you can reach a road block and the difficult part is trying to figure out if this is the result of human error, an error in theory, or an error in the hypothesis.

What was the most unexpected thing?
Although I was told communication is a key component of research, I was surprised at how much time I spend using this skill. The importance of spending time to communicate results has become increasingly clear, whether it is explaining individual experiments in lab notebooks and weekly reports or developing larger-scale presentations for team members or conferences.

How does your research relate to your work in other classes?
As a chemical engineering major, I have to take classes in a wide variety of fields, and the work inside the lab has really helped me understand the importance of interdisciplinary studies. Genetics, Cell Biology, Statistics and Organic chemistry are all directly related to my field of research, and help me to fully understand the theory behind my research. On the other hand, the work I have done in the lab has given me skills in experimental design (a crucial component of ENCH 225) that I would not have had otherwise.

What is your advice to other students about getting involved in research?
Find your personal motivation to do research and talk to people who are currently involved in your field of interest. Once you have done that, make sure you can find the time in your schedule. This is often the most difficult thing to do, but with the right motivation, it is usually possible. Find research that gets you excited and apply to work in that laboratory. It is always possible to find time to devote to doing something you love.

Read more about her research here.

The most challenging part about this research was creating my own reading list and preparing for the archaeological excavation. I plan to have a future career in archaeology and so the field work was the easy part for me, it was the reviewing and reading beforehand that was difficult because there would be times that I would not be sure if I was reading the best sources or understanding the core concepts of what I should be learning and how to connect it to the archaeology. Once I arrived in Romania and I ventured through the capital, Bucharest, I saw a great deal of Roman presence through archaeological artifacts in the Bucharest Museum and this was a pivotal moment for me when my readings and preparation fused with the Roman archaeology and it proved crucial for my own Mithraeum project.

Read about her research here...

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Name: Sarah New

Hometown: Bel Air, MD, USA

Alma Mater: University of Virginia

This seminar course will combine readings, written assignments and class discussions in order to help students explore the interface between science and spiritual beliefs. Classes will consider examples and insights from multiple disciplines, including biology, psychology, mathematics, philosophy, music, art, history and more. This course will not debate religion versus science; instead it will explore a variety of different relationships that other minds have advocated over the years.  In particular, the course will NOT seek to introduce any one particular view as correct: instead, students will be encouraged to develop a scholarly context for their own, personal view of the relationship between these two ways of experiencing our place within reality.

For more information contact Dr. Freeland at freeland@umbc.edu