Name: Olga KovalenkoHigh school or college: I graduated from Mayfield High School in 2012, located in Mayfield Heights, Ohio. In January of 2016, I graduated cum laude from Case Western Reserve University with a double major in Biology and International Studies and a minor in Chemistry. In July of 2016, I will be attending the Case Western Reserve University School of Medicine, pursuing an MD degree.
Name of mentor: Dr. Analisa DiFeo
Length of training: I have been working in Dr. DiFeo’s laboratory since September 2012 (three and a half years).
Description of research project: In Dr. Analisa DiFeo’s laboratory, we study the genetic basis of ovarian cancer. The deadly nature of ovarian cancer is attributed to two main factors characteristic of the disease: common late-stage diagnosis and patient resistance to the standard chemotherapy drug, cisplatin. As a result, we have projects that focus on finding molecular biomarkers for early detection, which would allow for early treatment of the disease. In addition, we have been uncovering the biochemical pathways responsible for cisplatin resistance.
Skills obtained: Through my work in Dr. DiFeo’s laboratory, I have developed a number of skills including Western blotting, RNA and protein isolation, clonogenics and cell culture. I have also learned to analyze papers and think analytically and critically about both scientific literature and data.
Future professional aspirations: In the future, I hope to work in the field of women’s health as an OB/GYN. I also would like to maintain my strong scientific background by continuing to perform research alongside my medical training.
How did you realize you were interested in research and science?
Ever since I was a young girl, I have always been interested in learning about the ways the world works. With my grandfather, I would watch scientific PBS specials and I always noticed that Biology was my best subject in high school. However, I never had the confidence to pursue a career in medicine or science, as I believed that these fields were inaccessible to someone without preexisting connections to physicians and scientists. When I came to Case Western Reserve University, however, I realized that many of my peers were aspiring to enter these fields, which I viewed to be beyond my reach, so I decided to take a chance and follow suit.
How did you hear about the program?
Working in Dr. Analisa DiFeo’s laboratory happened completely by chance, but it changed my perspective completely. Dr. DiFeo’s sister was getting married and her bridal party, which included Dr. DiFeo, came in to the bridal store where my mother works as a tailor. This occurred while I was still a senior in high school and decided to attend Case Western Reserve University for college. My mother mentioned me to Dr. DiFeo, who had just moved to the same institution and was opening up a laboratory at the School of Medicine. Dr. DiFeo emphasized that she enjoyed mentoring students and gave my mother her business card, which my mother later passed on to me.
I knew that I needed to get a job in college immediately and just as I was about to sign the paperwork to begin working in the Cleveland Botanical Gardens, I decided to take a chance and call Dr. DiFeo. I deeply doubted that I would get the opportunity to work in her laboratory, especially without any previous scientific experience or laboratory skills. However, I was hoping she would point me in the right direction to obtain the research experience that I needed as a premedical student. However, I was completely shocked and awed when not only did Dr. DiFeo explain to me her groundbreaking research, but also offered me a position in her laboratory. Christine and Peronne, who were already working in Dr. DiFeo’s laboratory, patiently taught me everything that I know about research and gave me the skillset I needed to continue working in the lab for the rest of my undergraduate career.
What do you think is the biggest misconception among high school students about working in a research lab?
When I was in high school, I had severe misconceptions about the fields of science and medicine. I assumed that they would be inaccessible to me due to my immigrant background. I thought that the only way to enter such elite fields would be through networking with preexisting connections.
Science was always intimidating to me, and though I was always interested in it, I did not think that I realistically could participate in research. I think that many students, who do not have any relatives or family friends in research or medical fields, may feel this way. Science is perceived as this mysterious field that is only found in textbooks, not as something a student could explore for a future career.
What opportunities for research were you given in high school?
Other than the laboratory components of AP Chemistry, AP Biology and Anatomy, I had very little experience in a laboratory setting in high school. In those classes we performed the standard dissections and titrations, but those opportunities were limited and were not research-based.
What is the typical day in the lab like for you?
Typically, in the laboratory I am given cell pellets by the post-doc that I work under, Anil, who grows them in the cell culture hood. I then work with these cells to isolate their protein content, quantify the proteins, run them on a gel and analyze the proteins using antibodies. This protocol typically takes two days. Occasionally I am given other protocols to do, but for the most part, I am in charge of Western blots.
Can you describe the mentoring process you are going through?
Dr. DiFeo has extensively mentored me throughout my undergraduate experience. Because she has a similar background, with immigrant parents who had no connections to science in the United States, I related to her. Dr. DiFeo is also extremely approachable and kind – she would always be excited to hear about my accomplishments in the classroom as well as in the laboratory. Whenever I would do well on an exam, I would run into her office to tell her the great news. When I found out that I was accepted into medical school, she was the first person that I told.
During lab meetings, we would have discussions and I would be encouraged to participate. I found this very gratifying, as I felt that learned with each meeting. I definitely know that I needed Dr. DiFeo’s encouragement as an undergraduate, as I would have had no idea what to do to navigate the complicated fields of science and medicine without her guidance. She always believed that I would succeed, and I can say that it was extremely motivating to have someone with a similar background as me, who has succeeded so much, believe in me.
Can you describe your most memorable experience with the program?
My most memorable experience that occurred as a result of the program was the publication that our laboratory authored in June 2015, on which I was third author. I felt so validated when I saw my name in the publication and my Western blots throughout the paper – I realized that my work was really making a difference in the laboratory and was helping us get tangible, publishable results. Additionally, seeing the paper itself was very gratifying as before coming to the laboratory, I always felt intimidated by research papers, but now, I was an author on one.
What was the most surprising aspect of the summer research program experience?
I was very surprised when I was told how much the work I did was valued by everyone that worked in the lab. I had originally assumed that as an undergraduate my work would not make a difference and that I would be a burden to the other people who would be engaged in “real science.” I was pleasantly surprised to see that I have been a valued contributor to the body of work that we have produced and that everyone was very patient and kind in teaching me everything that I know.
What was the most challenging thing in your program?
One of the most challenging aspects of working in the laboratory was finding the time to run experiments during the school year. Because some protocols take several hours to complete, occasionally even a few days, it was difficult to schedule the time to work. However, I was able to do so, especially in weeks when I had less of a workload. Additionally, during summers and breaks I was able to work full-time.
What made this experience meaningful to you?
Working in Dr. DiFeo’s laboratory has undoubtedly been the highlight of my undergraduate career. I gained confidence in myself not only in terms of my scientific and analytical skills (I have learned more about biochemistry and biology working in the lab than I have in any of my classes), but I also realized that I could contribute to something much bigger and more important than myself. The work I did in the lab could one day translate to helping patients with ovarian cancer, which is so meaningful to me as a person who is both passionate about women’s health and as someone whose relatives have been afflicted with cancer.
When I was younger, I struggled with low self-esteem and did not think that I was intelligent enough, nor well-connected enough to participate in scientific research or medicine. Working in the laboratory has allowed me to realize that I was wrong: everyone starts from somewhere. Through the patience of Dr. DiFeo and her team, I have learned so more about myself than I ever imagined.
For those considering starting the program, what would you advise?
I would advise them to not feel intimidated by the scientists working in the lab. As a high school student, I would have been afraid to approach a scientist, but it is important to realize that everyone in the program is willing to help you learn and grow as an individual.
What inspires you?
I am inspired by my mother and my grandfather. Both of them overcame extraordinary obstacles in order to bring me to the United States and give me a better future and I hope that everything that I accomplish will make them proud.
I am also inspired by Dr. DiFeo, she has always said that she sees some of herself in me and I am so honored that she says so. To me, she is a role model and a hero, a person that I aspire to be, and I am eternally grateful to her for encouraging me and believing in me.
What are you thankful for?
I am thankful to have the opportunity to attend Case Western Reserve University and participate in The Young Scientist Foundation program. I have changed for the better in so many ways as a result of the research that I have done, in both my personal and professional life, and I am grateful that I have the confidence in myself to succeed in the scientific and medical fields.
What are you concentrating on now?
I am currently working the Dr. DiFeo’s laboratory. I graduated a semester early, in January rather than May of 2016; therefore, I essentially have a ‘gap semester.’ In July 2016, I will begin medical school at Case Western Reserve University. I hope to return to the lab one day, either for my research thesis or for a year of research.
Name: Madeleine MillerHigh School: Gilmour Academy
Description of research project: I specifically was looking at the role of the 26 known B subunits of PP2A, the tumor suppressor protein we were researching. PP2A, when turned on in cancer cells, stopped tumor growth and sometimes even caused apoptosis. Dr. Goutham Narla has discovered a compound that turns on PP2A in tumor cells, allowing for a possible new treatment for cancer.
Length of training: Spring and summer 2015
Name of mentor: Dr. Goutham Narla and Abbey Perl
Skills obtained: Through the experience with the Young Scientist Foundation I learned a lot about teamwork. In the lab, even if you have your own project, it is based of the work of your peers, and their findings influence your own. I like to think of it as a puzzle. One person might connect a piece, and then the puzzle piece you are holding can be attached to theirs. Each finding clarifies the big picture more and more.
I also learned to deal with pressure. While all lab work was important, sometimes I would feel more pressure when I had to perform an experiment with a limited resource. I learned that staying calm was essential to getting the job done. In addition, I learned a lot about maintenance of cell lines and western blot analysis.
Future professional aspirations: Pediatrician or reproductive endocrinologist
How did you realize you were interested in research and science?
I always wanted to be a doctor, and science went along with that. In high school I took many science classes that I loved, and one of them happened to be a class in molecular genetics. This class made me look at scientific research in a new light and showed me the connection between medicine and research. The experience intrigued me and inspired me to participate in a high school program that connects high school students with research mentors and introduced me to Dr. Narla and his lab.
Why did you not want to wait until college to gain the research experience?
Frankly, I did not see a reason to wait. I was given the opportunity to see the whole process of drug development, so I was excited to explore it. I thought the experience would help me in understanding biology better as well as give me a leg up in college.
What was the first day in the lab like for you?
I was very nervous on my first day. I was just a high school junior, surrounded by experienced PhD students. I was scared that I would mess something up, mostly because I knew very little about working in a lab. Abbey Perl became by lab mentor and taught me everything I know. I went from being confused to actually being helpful, and I was able to make new friends along the way.
How was the program different from what you had expected originally?
I expected to be pushed off to the side and simply observe others at work. Instead I was handed the metaphorical pipette pretty quickly and became part of the team. I originally expected to be treated as a hindrance; instead I was treated as an equal and as an asset to the team. Though I expected everyone to be nice, my mentors and peers went beyond that and took the time to teach me the things I did not know or understand.
Can you describe the mentoring process?
Dr. Narla has always been very inviting and open. Whenever I was confused about something, he was always there to answer any questions I had. He would ask me probing scientific questions every time he came into the lab. At first these questions seemed complex and intimidating, but with his guidance, they made sense. He pushed me exactly the right amount to transform information into knowledge. As Dr. Narla is very busy I did not expect him to be so involved in mentoring, yet he was always open and joking with other researchers and lab members while guiding them in their discoveries.
What has been the best thing about being in the program?
My lab team has taught me not only about science, but also that I could do almost anything. They made me feel useful and smart in a room full of scientists. I became a self-sufficient member of the team, completing experiments by myself and performing them successfully. It was a huge difference from where I had started in the program, and that transformation has given me confidence in my ability to handle new challenges.
What is the one thing you wish you knew before starting the program?
I wish I knew how nice and welcoming everyone in the lab would be. I had an image in my mind of stogy old men in lab coats, and what I found instead was a team of vibrant people. Many members of my lab team were female, defying the gender stereotypes set on labs. If I had known how fun this program would be, I would not have stressed as much before my first day, and would have probably applied to it earlier.
What should other students look forward to when starting the program?
They should look forward to being accepted as an integral part of the team, no matter how little they know about science or research. They should also look forward to learning a lot of information that will continue to be useful outside of the lab. The knowledge that I obtained at the lab has helped me a ton in AP Biology and other classes. Finally, they should look forward to meeting other people their age going through the same process and forming great friendships over the course of the program.
What inspires you?
I am inspired by the work the lab does. It is strange to think that I was helping to create a treatment for cancer, but that is exactly what I did. To think I, a high school student, can do such a thing, gives me hope that anyone can do anything they set their mind to. It is inspirational to think about all the patients the compound we were investigating can help.
What are you thankful for?
I am thankful for all the unique opportunities I was given. I hope that The Young Scientist Foundation gives other students the ability to grab ahold of this amazing opportunity. I am thankful that such a great program exists to help other young people blossom into scientists.
What are you concentrating on now?
Currently I am concentrating on getting into college and focusing on my senior project, for which I will be working with Dr. Michael Nemunaitis from the Cleveland Clinic’s Obstetrics and Gynecology and Women’s Health Institute. In addition, I was also invited back to the lab this summer and I plan to take Dr. Narla up on his offer.
Name: Caroline Farrington
Can you provide an overview of your role and responsibilities with The Young Scientist Foundation?
As a graduate student in the Narla Laboratory, I am responsible for the moment-to-moment mentoring of new students training with The Young Scientist Foundation. My focus is on helping students get acquainted with the laboratory environment, teaching them techniques they will use for years to come, and assisting them in developing an understanding of the scientific process. My biggest responsibility is ensuring that when students leave the lab at the end of the day they understand not only how to do something, but also why they were doing it. I want students to understand how the questions we are addressing moment to moment at a lab bench contribute to the bigger picture. Anyone can teach someone how to pipette, but teaching a student how to approach and answer scientific questions and more importantly why these questions matter or are impactful, that is the real goal. I want students to become excited and engaged scientists during their time with us.
How is the mentoring process structured?
The mentoring process is designed to cultivate a strong understanding of scientific concepts and research processes while fostering confidence and independence among trainees in a lab setting. During the first few weeks, students are introduced to new protocols and concepts, as they learn how we approach and answer scientific questions. As students get familiar with the techniques, they are given more independence and are encouraged to troubleshoot and start forming their own scientific hypotheses. We very much want students to feel empowered and engaged rather than passively observe the process.
How long have you been mentoring students?
I have been mentoring students for about five years now.
What has inspired you to become a mentor?
The first time I mentored I was still relatively new to the lab and research in general, and thought it was crazy that I was already given the responsibility to guide somebody. However, I learned very quickly the value of it. The mentor-mentee relationship can get blurred over time. As students evolve and become independent scientific thinkers, they are capable of challenging me as much as I challenge them. When a student comes to you with a question that you cannot readily answer, you know you are doing something right. It is so inspiring to see students mature in their scientific thinking and develop a contagious passion for research.
The summer research program lasts 10 weeks. How many hours a week do you spend mentoring a student?
The mentoring process never stops! In the first few weeks, I am much more hands on teaching students techniques and protocols and trying to reinforce their understanding of a project. But even as students becomes more independent, the dynamic of the lab is one of constant learning, as such we are all eager to share our knowledge and help students whenever they need it.
In terms of actual hours, it is hard to say but a typical day will start with reviewing the tasks ahead of us and assigning responsibilities. As the day progresses, students may work independently on the projects they were assigned but there is always continuous communication inviting questions and someone is always there to guide them.
How does your past experience of training with The Young Scientist Foundation assist you in mentoring students?
I was very fortunate when I began the program to have mentors that took the time to make sure that with every new protocol I learned something valuable. I think that it is critical to make sure students understand why they are doing something, instead of simply assigning them tasks. I strive to never forget this, even on the busiest of days.
What is a typical day in the lab like for you and for a student you are mentoring?
A typical day is spent between generating new data at a lab bench and some time on the computer analyzing said data. For a student it becomes quite similar. In the first week or two students will shadow me as I go through the day, but once they become independent, I give them their own work to do, and consequently expect them to try to analyze their results on their own before coming to me with any questions. Through each week I also try to find blocks of time where we can sit down together and review the project and new data and put it all together to see how their intellectual understanding of the science is developing.
What are the most satisfying and challenging parts of your work with students?
The most satisfying part, hands down, is when you realize students need you less and less because they learned not just the technical skills, but also developed an understanding of the day-to-day processes and can structure their own days and work on their own projects without you telling them what to do. In many ways that may be the most challenging part too. Letting go can be difficult but you need to remind yourself that you gave them the best tools possible to do their work well.
What are some of the key skills you teach in the lab?
Through the program we cover technical, presentation, time-management, analytical and decision-making skills. While technical skills may be the first to develop, the goal is to ensure that by the end of the program with us students can not only present the work they have done, but also be able to assess their own data and field questions from their peers and mentors.
How do you assess a student is proficient in those skills?
It is easy to assess technical skills. The hard part is assessing their intellectual understanding, whether students are just memorizing what I have told them or really absorbing it and becoming critical thinkers. The best way to do this is to engage with students on a daily basis, asking them questions and spontaneously testing their knowledge while doing work.
How do you ensure a student is not afraid to ask questions?
This can be hard. I myself was rather shy about asking questions when I first started working in a lab so I try to remember that and be as encouraging as possible. I often find that asking students to review protocols or giving them material to read emboldens them to ask questions. The more comfortable students get with the process, the more comfortable they are asking questions.
How do you identify a situation when a student is having a problem? How do you go about helping him or her resolve it?
In a lab, it can be pretty easy to identify if there are problems, because there are so many places in a protocol that allow us to control for mistakes. If something did not work during a protocol you can generally tell and figure out where and why that happened. This is going to happen with any new students as well as with experienced students and, in my opinion, mistakes often become the best teaching tools. If a student seems to have trouble developing his or her scientific understanding that will come through during our one-on-one discussion and can generally be resolved by slowing down and identifying the elements causing trouble.
How do you develop a balance between teaching a student and letting him or her develop a sense of independence in a lab setting?
This can be challenging for me. I am very hands on and sometimes have trouble letting go. But I still have the memory of when I first started in the lab and someone trusted me to carry out a protocol on my second day of working there. I was pleasantly surprised and blown away by the level of confidence and trust. There is a mantra in the lab we pass on to new students: “watch once, do once, teach once.” This really encourages students to become independent quickly and instills in them a feeling of responsibility. I am always there for them as a teacher no matter how independent they become.
How do you integrate a student’s individuality with working in a team?
For some students this is their first time working in lab and with a team of people. Thus, it is just about showing them through first-hand experience how collaboration happens. We are a lab full of different personalities but united by a passion for what we do. As students get more familiar with the lab, their personalities come out and they feel comfortable asking questions and participating in discussion. It is a fairly organic process that we try to cultivate and foster as students develop. Everyone is different, so there is no fixed approach other than being alert and sensitive to students’ needs as we get to know them. We simply try to be role models and show them how we work as a team.
How do you ensure the information you teach turns into applicable knowledge for students?
The best way I know to do this is to ask a student to teach me or another student in the lab. I try to do this regularly when reviewing data or forming a new hypothesis.
What common misconceptions do you think high school students have about working in a lab?
When we ask and try to experimentally answer a question in the lab, we do so around a hypothesis, which students learn in school. However, in a lab, we truly are asking questions we do not know the answers to and I think this may be surprising for students to experience for the first time. You form a hypothesis but are truly looking to prove it wrong or right, and in doing so, we are essentially generating new knowledge that did not exist prior to the experiment being done. This is pretty cool when you think about it.
How do you encourage innovative ideas?
As students get familiar with the general questions we ask in the lab, it becomes a fun exercise to encourage them to form their own hypotheses based on what they have learned so far and to design experiments to address them. Once students realize they are able to form their own hypotheses and answer them, the ideas just keep coming. In science, it is often the acquisition of answers to small questions that result in something big and innovative.
How do you teach responsibility?
I believe you teach responsibility by giving responsibility and seeing how students take it on. If I give them too much too fast, that will make itself known and I can step in. But most often, when you give students the tools they need and the trust to do something, they will not let you down!
How do you give credit when credit is due?
As scientists, our work is generally best known through its publication. When a student who works with us contributes to these publications, we make sure he or she is acknowledged and credited on these publications. (And colleges like that!) As a graduate student, I also report back to my principal investigator, in this case Dr. Narla, and update him on the students’ progress and ways they have contributed.
How does The Young Scientist program demonstrate the effectiveness of its program?
I believe The Young Scientist program fosters the ability for students to propose their own research questions and in doing so many students end up participating in regional and national science competitions through their high schools with their own novel research. That, along with credit on publications, are ways I think students show they have done here extremely well with us.
Can you describe your own research projects?
The Narla lab studies cellular proteins called tumor suppressors in cancer. When these proteins are active they help prevent the uncontrolled cell growth we associate with cancer. But cancer cells evolve to turn these proteins off so they can grow and divide. Thus, our overarching question is asking if it is possible to turn the tumor suppressors back on in cancer cells and curb cancer growth. In particular, we have designed activators of a tumor suppressor called PP2A and I study these activators in breast cancer. This means that I am doing research to demonstrate that these molecules may be potential therapy for breast cancer patients, especially those who do not respond well to the therapeutic options currently available. In addition, these molecules enable to me study how PP2A becomes dysregulated in breast cancer. This is critical information that can help inform the development of future therapeutics for patients and identify the patients who can benefit the most from this specific therapy over another.
What are you currently working towards? What are your long-term professional goals?
I am currently working towards my PhD in Pharmacology at Case Western Reserve School of Medicine. When I graduate, I would like to pursue my interests in developing novel cancer therapeutics. I would like to stay in academia to do this as I particularly enjoy mentoring students and would relish the ability to continue doing so while running my own lab.