Researcher of the Week: Talmo Pereira

Researcher of the Week: Talmo Pereira Undergraduate researchers explore their interests! How did you find your mentor for year research project?
I looked at the faculty research profiles on the Department of Biological Sciences website and found my mentor's research description appealing, so I contacted him.

How did you know this was the project you wanted to do?
I took an interest in genomics and I felt that exploring scientific questions via computational methods would be a good fit for me as my schedule required more flexible lab hours and I had a strong background in computer programming.

Is this your first independent research project?
No, I had done research in the past at several other institutions.

How much time do you put into it? Do you get course credit for this work?
I put in from eight to 30 hours a week depending on the phase of the project. I receive credit through BIOL499.

How did you hear about the Undergraduate Research Award (URA) program?
I first heard about URAs at URCAD upon seeing so many of my peers that had been recipients and then sought out Ms. McGlynn to find out more about it.

What academic background did you have before you applied for the URA?
I had taken strong classes in biology, chemistry and computer science, as well as presented prior work from this lab at URCAD.

Was the application difficult to do? How much did your mentor help you with the application?
The application was quite straightforward and a good exercise in project planning. My mentor helped me develop a long-term plan and reviewed the language of the application.

What has been the hardest part about your research?
Learning about computational methods of hypothesis testing in contrast to the traditional methods employed in wet labs. I found it particularly challenging to understand the significance of a result in the context of the assumptions made in the theoretical framework of the computational models.

What was the most unexpected thing?
How easy it was to get started! Admittedly, it is a lot of work to learn the foundations, but with relative ease, one can begin answering biologically relevant questions with a minimal amount of effort and computational power.

How does your research relate to your work in other classes?
Certainly my genetics class more than anything else has been incredibly useful in understanding the background for my project, but in particular the mathematics and computer science courses have been invaluable in the implementation of the computational models.

What else are you involved in on campus?
I am a TA for the introductory biology course (BIOL141). I also write a science column for the Retriever Weekly and participate in the Undergraduate Admissions Ambassadors program.

What is your advice to other students about getting involved in research?
Meet with a lot of people! Ask your peers already involved with research, meet with your academic advisor, and then with the faculty in your department.

What are your career goals?
I hope to pursue a PhD in the area of neuroscience and/or genomics.

Read more about Talmo's research by clicking the link below...

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How did you find your mentor for year research project? I looked at the faculty research profiles on the Department of Biological Sciences website and found my mentor's research description...

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Professor Fan Yang was my professor for MCS222: Intro to Media & Comm. Studies. During the class, she described her personal research involving Apple products in the Chinese youth community. Eventually, after I narrowed down what I wanted to research, I knew that Professor Yang was the perfect candidate to be my faculty advisor.

How did you know this was the project you wanted to do?
It took months and semesters to really refine the topic I wanted to research. A culmination of academic studies, personal motivation and faculty guidance helped me to realize my project proposal.

Is this your first independent research project?
Yes.

Do you get course credit for this work?
No.

How much time do you put into it?
So far, for my preliminary studies, I cannot come up with a concrete number as to how much time I have put into it. I am always thinking about it, when I am researching other topics for classes, when I am planning my travel activities, and especially when I am brainstorming ideas for my next proposal. (Fulbright)

How did you hear about the URA program?
I heard about it first from Professor Preminda Jacob. She has served on the URA committee and she recommended that I try for one. She is one of the art history professors who I am very close to and talk to about my future academic and professional goals.

What academic background did you have before you applied for the URA?
As far as research background, I have taken a handful of art history courses that require us to write independently researched papers. In the fall of 2012, Professor Smalls' Non-Western Art seminar has further guided my research topic towards Contemporary Chinese Art. Most recently I've had the opportunity to shape the research for my Art History Capstone Thesis paper as mostly a preliminary study of the global perspective on Contemporary Chinese Art.

Was the application difficult to do?
Yes, the process was time-consuming and tedious, but a worthwhile process to go through, especially in the arts field where proposals are crucial.

How much did your mentor help you with the application?
My mentor was really helpful by being there to bounce ideas back and forth. She really helped me articulate my ideas sophisticatedly and intellectually, especially when she took the time to proofread my drafts.

What has been the hardest part about your research?
The hardest part about my research has been working around the limitations of sources that are based in a western perspective. It has been hard deciphering what is true to the group of people I am studying because the topic is novel and has not been written about academically to a large extent.

What was the most unexpected thing?
The most unexpected thing is how much my topic ideas changed throughout the application drafting process. As I learned different things in my preliminary study, it change. As I articulated statements differently, it changed. As I discussed with my faculty advisor(s), it changed.

How does your research relate to your work in other classes?
The theories and concepts that apply in my art history and media and communication studies classes have helped me to approach my topic in structured frameworks. They have helped me to focus my topic and to find a starting point.

What else are you involved in on campus?
I am a member of the Women's Varsity Volleyball team and I also head coach the Men's Club Volleyball team. I am a research assistant to Professor Preminda Jacob (Art History) in her research of street murals in the city of Chennai, India, and Professor Jason Loviglio (MCS) in his research of postliberalism in NPR.

What is your advice to other students getting involved in research?
Be creative and stay open-minded and flexible when it comes to topics. But also, be specific, especially in the Humanities.

What are your career goals?
In the long run, I want to be involved in the arts world in an influential position. I aim to get into arts administration or arts education in order to help artists and creative minds make a difference in our culture.
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How did you find your mentor for your research project? Professor Fan Yang was my professor for MCS222: Intro to Media & Comm. Studies. During the class, she described her personal research...

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The National Museum of American History’s Department of Education and Public Programs seeks three exemplary college students committed to making a positive impact on their communities to participate in the Freedom School fall internship program. Through this program, participants will:

Learn the history of the Civil Rights Movement and the 1964 Freedom Summer campaign first hand through dialogue with people who were there and through other primary sources

Meet with curators and educators to explore related material in the Smithsonian’s National Collection and visit local civil rights-related historic sites

Explore, discuss, and debate the meaning and legacy of social justice, democracy, and leadership in American history

Visit government offices, and advocacy organizations to discuss modern activism

Share lessons-learned with local high school students

Publish their research on the Smithsonian website for a national audience.

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The National Museum of American History’s Department of Education and Public Programs seeks three exemplary college students committed to making a positive impact on their communities to...

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Fall 2010 was the first annual Biosciences Opportunities (BOPs) preview weekend at the University of Wisconsin-Madison. The event was a huge success and BOPS has now become an annual event to be...

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Since coming to UMBC, my primary interests have been in dramaturgy and political theatre. While I am a Theatre and English major, I feel as though my work between the two majors is ultimately geared towards a sociological understanding of the world around me so that I can interpret it on stage as honestly and effectively as possible. The courses that made my work on this play possible are Script Analysis and Modern Theatre 1: Social Protest. Script Analysis taught me the analytical strategies necessary in interpreting a script as a blueprint for theatrical performance and drawing organic conclusions about the play independent of impressions of past productions. Modern Theatre 1 taught me how to use my knowledge of Script Analysis to identify the dominant ideologies behind the playwright's rhetorical strategies so that I can either enhance or subvert them with my production choices.

Was this your first independent research project?
I had the opportunity to write and direct a play for my Humanities Scholars seminar, New Orleans Sounds… Creole last spring, which was produced through TheatreCOM. My research for that project centered upon interpreting New Orleans for the stage, which led me to interview director Emily Mann about New Orleans' influence on her work for the recent Broadway revival of A Streetcar Named Desire.

How did you find the research opportunity?
I had read Oleanna for the first time in high school and immediately put it on my shortlist of shows to direct in the future. I'd fallen in love with the rhythms of the language and the balance of power between the two characters. Over winter break, I was developing directorial proposals for local companies when I realized that I could simply ask the Theatre Council of Majors if they could produce Oleanna that semester. I was very lucky that it worked out!

What was the hardest part about your research?
The hardest part was balancing our schedules. Due to school and rehearsal space conflicts, we only had time for four weeks of rehearsals (10 hours of official rehearsal time a week, on average). The average show, especially at the collegiate level, has a much longer rehearsal schedule, so we had to condense our work effectively.

How did you learn what you needed to know to be successful in this project?
As I was developing my proposal, I made sure to spend time studying scholarly discourse on the play so that I could see how audiences have responded to it in the past. After reading about critiques of perceived anti-feminism within the text, I made an effort to return to the feminist texts I had explored in Modern Theater 1 to help me to subvert such perceptions from within the script.

Who did you work with on this project?
My core production team comprised of my two actors, Jonathan Jacobs and Erin Patterson, and our Stage Managers, CiCi Grady and Grace Davenport. The fight choreography was developed by the Theatre Department's technical director, Cristian Bell, and our lighting consultant was Billy D'Eugenio. Publicity for the show was developed by Serafina Donahue and Mike Woodard.

What was the most unexpected thing?
There was a snow-less "snow-day" the day before our first performance- as we had been running behind schedule, it was an entirely unexpected and very welcome opportunity to make substantial progress on the show before opening.

What is your advice to other students about getting involved in research?
For undergraduate theatre students, I recommend working on as many shows as possible; the more challenging, the better. Also, it helps to look into theatre workshops that build upon your knowledge of your areas of interest (puppetry, devising, Commedia, specific craft techniques). Plan your schedule so that there's no time when you aren't engaging your craft- don't be afraid to test your limits and don't be afraid to fail.

What are you doing next for research?
I'm currently serving as a dramaturg for the Theatre Department's production of The Two Gentlemen of Verona. I'm also gearing up to Study Abroad in Leicester England this fall, where I hope to develop a research project centering around new play development. I'm also looking for my next project to direct; hopefully I'll find a supportive venue soon!

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What academic background did you have before you started your research? Since coming to UMBC, my primary interests have been in dramaturgy and political theatre. While I am a Theatre and English...

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I have spent the past year researching the driving factors that brought about the creation of widespread public education in 18th Century England

How did you find the research opportunity?
I met with my economics professor privately, as we were speaking about our academic interests this opportunity presented itself.

Who did you work with on this project?
Professor David Mitch PhD

Was this your first independent research project?
No, last year in high school I researched the effects of licensing vs. non-licensing legal cases involving landlords and tenants.

Do you get course credit for this work? How much time do you put into it?
I put in between 12-16 hours of work per week, most of that is spent reading through 18th-19th Century texts.

What academic background did you have before you started?
I have always loved studying European history, but never specifically England during this time period. So I had some general knowledge about what was occurring in Europe at the time but not many specific details.

How did you learn what you needed to know to be successful in this project?
I spent time with my advisor at the Library of Congress and in his office discussing the methods he would like me to use to find the information that would be most useful to him.

What was the hardest part about your research?
There was a lot of reading to do. Being accurate in addition to balancing the time needed for research with time needed to focus on my studies was difficult at a few points during the year. Dr. Mitch was flexible and understanding during stressful times in the semester such as finals week.

What was the most unexpected thing?
How much fun reading such old texts could be! I believe that the work I have done has improved my writing as well as my vocabulary.

Is this the first time you have applied to present at URCAD? How did you find out about applying to present your work? Are you excited?
Yes, it is the first time that I have taken part in URCAD. Dr. Mitch suggested the idea to me. I cannot wait to make my presentation. I thoroughly enjoy speaking in front of crowds.

How does this research experience relate to your work in other classes?
It has helped me to improve my writing which has proven to be extremely useful in my Constitutional Law class.

What is your advice to other students about getting involved in research?
Get involved as soon as possible and try something new. You never know what kind of interesting material you will get involved with!

What are your career goals?
I will graduate with a degree in economics and a minor in legal policy. I plan to attend UB Law and practice locally. I love Baltimore and there is nowhere else that I would rather live!

What are you doing next for research?
Potentially doing more work with Dr. Mitch or working for WR Grace over the summer time as a paralegal intern.

What else are you involved in on campus?
I am a Sondheim Public Affairs Scholar, I have been offered a job as a residential assistant next year, and I volunteer at a local aftercare program. In my spare time I play club as well as intramural soccer.

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What research experiences have you had? I have spent the past year researching the driving factors that brought about the creation of widespread public education in 18th Century England How...

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Program Details

•Students will work in pairs on a long-term research project guided by a team of faculty from both departments. Pairs will include one undergraduate student majoring in biological sciences, biochemistry & molecular biology, or bioinformatics and computational biology paired with an undergraduate majoring in mathematics or statistics.

•Students choose research topics from a wide range of disciplines in biology, including physiology, cell biology, genetics, and evolution. Students will learn to develop and apply modern mathematical and statistical approaches to address questions in focal research areas and test these models in experimental settings.

•Students will participate in all aspects of the research including defining hypotheses, designing experimental protocols (computational and biological), executing experiments, analyzing data, and interpreting and presenting results.

• Research experience will extend from Fall 2013 through Spring 2015 including full time research during the summer of 2014.

•Student support includes stipends for 8 hours of research per week during each fall and spring semester and 35 hours per week during one summer semester. Summer support includes stipend, housing, insurance and meals. Additional money is provided for student travel to attend and present the results of his/her research at a national scientific meeting.

To apply to this program complete and submit your application here.

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The Department of Biological Sciences and the Department of Mathematics and Statistics are recruiting students to be a part of the Undergraduate interdisciplinary training program in Biology and...

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I met my research mentor Dr. Anna Durbin at a networking session at Johns Hopkins Bloomberg School of Public Health. I emailed Dr. Durbin, expressing my interest in working at her research lab. After looking at my resume and interviewing me she gave me the great opportunity of interning at her lab.

How did you know this was the project you wanted to do?
I visited my home country Pakistan in 2011 and saw there was a Dengue Fever epidemic in the country. I saw so many people suffering from it, and there was no cure and no prevention from this deadly disease. That made my heart bleed, and I wanted to do something to help so many sick people. When I came back to the United States and met Dr. Durbin, I was excited to find out that she was working on making a vaccine for Dengue. That was moment when I knew that this is something I really wanted to do.

Do you get course credit for this work? How much time do you put into it?
This research is part of my internship. I work for about 18-20 hours a week at the research lab.

How did you learn what you needed to know to be successful in this project?
Watching the associate researchers do their work was really helpful because I learned many techniques by just watching them.

What was the hardest part about your research?
The hardest part was to learn all the scientific terms for the research project.

Is this the first time you have applied to present at URCAD? How did you find out about applying to present your work? Are you excited?
My Research Methods class Professor Andrea Akalfogl was the first one to tell me about URCAD, and she encouraged me to really take a part in it. I am excited to present my research for the first time.

What is your advice to other students about getting involved in research?
I would recommend every student to take a part in any kind of research they may be interested in.

What are your career goals?
After I graduate, I plan to work in Global Health and Epidemiology field. I would like to work with any NGO’s that are working in developing or under developing countries.

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How did you find the research opportunity? I met my research mentor Dr. Anna Durbin at a networking session at Johns Hopkins Bloomberg School of Public Health. I emailed Dr. Durbin, expressing my...

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Biology

Biochemistry

Bioinformatics

Mathematics

Statistics

For research fall 2013 through spring 2015, 8 hours per week during the academic year, 35 hours per week in the summer. Paid.

About the program:

The Department of Biological Sciences and the Department of Mathematics and Statistics announces the Undergraduate Mathematics Biology Training Program (ubm@umbc.edu) supported by the National Science Foundation. At the core of this program is the belief that modern scientific problems demand multidisciplinary approaches, and that cross-disciplinary training will accelerate discovery and prepare students to be scientific leaders in the 21st century. Our innovative program will provide two years of research training for undergraduates working on projects at the interface of biology, mathematics and statistics.

For student candidates:

The goal of this program is to prepare undergraduate students for graduate study and careers in biomathematics, biostatistics and fields that require a strong background in computational approaches to biological problems.

Apply NOW!

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Seeking students with majors in Biology Biochemistry Bioinformatics Mathematics StatisticsFor research fall 2013 through spring 2015, 8...

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Dr. Guzman-Rea sent a listing for a teaching assistant/research assistant and I jumped at the opportunity.
Who did you work with on this project?
I worked with Dr. Guzman-Rea for this project. Dr Guzman-Rea had applied for a Breaking Ground grant to change the current Social Work 200 course and an extension of the grant was performing research.

What academic background did you have before you started?
I have taken research courses but did not have any research experience. Within my social work classes, we read a lot about the necessity of social work research so I was actively looking for opportunities.

What was the hardest part about your research?
The hardest part about the research was understanding the qualitative process. Until my social work research class, I did not fully understand how to perform qualitative research.

What was the most unexpected thing?
I did not expect to actually be able to recognize the change in students but it was observable. It was really interesting to see students change the words they used or change the connotations of a word over the course of the semester. It was also interesting to see how the themes could be applied to any involvement activities, especially student organizations.

How does this research experience relate to your work in other classes?
Within social work, we are always talking about the change process and it was very interesting to see people go through part of that process in a short amount of time.

What is your advice to other students about getting involved in research?
Talk to your professors and express your interest in research, even in fields where there doesn’t seem to be a lot happening in research, like social work.

What are your career goals?
I plan to pursue a MSW in macro social work. I would like to work in Baltimore City to pursue change based on social justice and economic equality. Currently, my interest is in forensic social work.

What are you doing next for research?
I am working with another social work professor to look at the effectiveness of advocacy within social agencies. Advocacy is a cornerstone of social work and yet it seems to lack a common definition and practice.

What else are you involved in on campus?
I am the president of SWSA and I have a grant writing internship at the Women’s Center through the Honors College. ]]>

How did you find your research opportunity? Dr. Guzman-Rea sent a listing for a teaching assistant/research assistant and I jumped at the opportunity. Who did you work with on this project? I...

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