Hala Harony-Nicolas, PhD, Director of SURP4US, front row, left, at the poster session with SURP4US program administrators, committee members, and students.

Fifteen college students who participated in a 10-week research program may each have had different interests—for example, cardiology, immunology, microbiology, neuroscience, oncology, or psychiatry. But as a group, they had one fundamental, unifying distinction. They were rising college juniors and seniors from racial or ethnic backgrounds underrepresented in biomedical science, and, together, on the campus of the Icahn School of Medicine at Mount Sinai Graduate School of Biomedical Sciences, they had an unparalleled opportunity to enhance their research skills and set a course for future careers.

The students performed basic research working alongside some of Mount Sinai’s top scientists, but they additionally learned skills beyond the lab—all part of a robust curriculum offered by the Summer Undergraduate Research Program for Underrepresented Scholars (SURP4US). The program, which was conducted from June 6 to August 12, culminated with a poster session, a public event where the students showcased their work.

“The goal of SURP4US is to train and mentor aspiring biomedical scientists or physician-scientists who are interested in obtaining hands-on research experience, enhancing their scientific knowledge and skills to ultimately strengthen their applications for PhD or MD/PhD programs,” says Hala Harony-Nicolas, PhD. “Students who join our program may have had very minimal prior research experience or may have already been equipped with an extensive research experience. We want to provide an environment in which each student can build upon their previous experiences to get one step closer to being ready for graduate school.”

Marta Filizola, PhD, Dean of the Graduate School of Biomedical Sciences, and the Sharon & Frederick A. Klingenstein /Nathan G. Kase, MD Professor of Pharmacological Sciences, Professor of Neuroscience, and Professor of Artificial Intelligence and Human Health, spoke to the students

Dr. Harony-Nicolas, who is Associate Professor of Psychiatry, and Neuroscience, and a member of the Seaver Autism Center for Research and Treatment, created and directed this year’s program and mentored one of the students.

“What is important and unique about our program is that the hands-on research training on campus is only one piece of the students’ rich summer experiences,” says Dr. Harony-Nicolas. “In parallel to this enriching training experience with our dedicated faculty, postdocs, and students, our students attended seminars about the latest techniques in biomedical research and visited our core facilities to learn about conventional and innovative technologies in biomedical sciences. They also had workshops on science communication and received training on how to put together graduate school applications and prepare for their interviews.”

Students also had the opportunity to meet deans, directors of graduate school programs, faculty members, postdocs, and students through several networking and social events to learn more about the biomedical research world in general and what it means to be a scientist, including how to balance a research career and life. Finally, being part of the program also provided the students with an opportunity for early admission to the Graduate School’s PhD and MD/PhD programs through the FlexGrad program, which is only offered to SURP4US participants.

“It is such a rewarding experience to see how excited and eager the students are to absorb the tremendous amount of knowledge they are offered within such a short time and to engage in scientific discussions and share their curiosity,” says Dr. Harony-Nicolas.

Read on to learn more about the scientific journeys, experiences, and goals of three SURP4US students.

Student Naomi Calhoun, right, in the lab with Emily Bernstein, PhD

Naomi Calhoun, Howard University, aspires to be a physician-scientist:

• Her science journey: “As I explored different avenues in my academic journey, self-discovery in my identity was instrumental as I focused on research interests. When I realized how interconnected my identities were as a Black person and a woman, I knew I had to use my unique perspective to serve as a representative for others.

“Talking to my peers, I realized how much of a luxury it is to have Black women doctors for both pediatric and gynecological care. I like the comfort that comes with this equal identity of patient and doctor.

“This became pivotal as I shifted my research focus to the intersection of women’s health and biomedical engineering with the need to provide an equitable health care experience while understanding the challenges of the current health disparities among diverse groups of women.”

• Where she worked: Lab of Emily Bernstein, PhD, Professor of Oncological Sciences, and Dermatology, where she was also mentored by Anisha Cooke, a PhD candidate in Biomedical Science.
• What she worked on: Designing an inducible gene-editing system to investigate mutations in the ATRX gene commonly found in neuroblastoma cells in older children, and designing a protein-degrading system to degrade the mutated gene’s protein products.
• What she accomplished: “Naomi entered the program with great enthusiasm and drive and quickly assimilated herself into our laboratory,” says Dr. Bernstein. “She became familiar with techniques ranging from DNA cloning to the culturing of tumor cells. Her project involved generating cells that have incorporated tightly regulated and inducible systems whereby we can toggle the expression or mutation of the ATRX gene, which is highly mutated in pediatric cancers, at the time point(s) of our choosing.”
• What she learned: “I’ve learned resilience, that when lab experiments do not work out the way they are supposed to, I remind myself not to be discouraged. When things don’t go my way—in life or academically—I work to keep an optimistic mindset, and then I find a new way to approach the problem and keep pushing forward.”­– Naomi Calhoun

Student Kevin Medina, right, in the lab with Maria Curotto de Lafaille, PhD, and Weslley Fernandes Braga, PhD

Kevin Medina, SUNY Stonybrook, aspires to be a physician-scientist:

• His science journey: “After I was born at The Mount Sinai Hospital, doctors discovered that I had an immune defect early on in life. Growing up in Harlem, I knew I was different from most kids because of my immunological condition.

“I recall profound confusion about my yearly clinical immunology visit with Dr. Cunningham-Rundles [Charlotte Cunningham-Rundles, MD, PhD, the David S. Gottesman Professor of Immunology, and Professor of Medicine, and Pediatrics]. However, the one thing that was always crystal clear was her infinite curiosity about my condition and her ability to allay my parents’ fears with her wisdom about the extensive research regarding my condition. Recently, after I had decided to pursue a career in medicine, Dr. Cunningham-Rundles offered me the opportunity to spend time in her lab. I realized how interconnected medicine and research were.

“Ultimately, my curiosity to answer interesting questions regarding immunological disease is all rooted in wanting to give back to the Harlem community that Mount Sinai serves. I have realized that if I am fortunate enough to achieve my goal of becoming a physician-scientist, I can advance the field of medicine by engaging in world-class research that can ultimately be translated into producing novel treatment modalities for communities like mine.”

• Where he worked: Lab of Maria Curotto de Lafaille, PhD, Associate Professor of Pediatrics, and a member of the Elliot and Roslyn Jaffe Food Allergy Institute and the Precision Immunology Institute, where he was also mentored by postdoctoral fellow Weslley Fernandes Braga, PhD.
• What he worked on: Identifying factors that regulate the production of immunoglobulin E (IgE) and immunoglobulin G4 (IgG4), important antibodies in human diseases such as food allergy and eosinophilic esophagitis.
• What he accomplished: “The SURP4US program has given us the opportunity to meet a wonderful and extremely talented undergraduate student, Kevin Medina,” says Dr. Lafaille. “He came to our group with a solid background on immunology and B lymphocytes, the cells that make antibodies. His learning curve in the lab has been steep. He performed and analyzed experiments, discussed results, and presented them in a group meeting. And clearly, he is genuinely interested in the science behind it all, so we are so happy to see him motivated and inspired.”
• What he learned: “I have come to appreciate how creative scientists can be. I realized how quickly scientists can produce new experiments and new ideas with little information given, and it is something I have come to appreciate.” – Kevin Medina

Click here to watch a report on NY1 to learn more about Kevin Medina’s experience

Student Chinonso (Chino) Nwakama left, in the lab with Brian Sweis, MD, PhD, and Jessica Ables, MD, PhD

Chinonso (Chino) Nwakama, University of Minnesota Twin Cities, aspires to be a physician-scientist

• His Science Journey: “I was about 12 years old when my dad gave me Children’s Human Body Encyclopedia. When I stumbled on the “Nervous System” chapter I was taken by surprise. There were fascinating sections about the parts of the brain and the amazing capability of neurons. From that point on, I knew that learning more about the brain was in my future.

“My interest in substance use and addiction began in a high school club that I was involved in that focused on making our peers aware of the harmful effects of drugs and other substances.

“When I arrived on the University of Minnesota campus, I joined labs that introduced me to the world of drug-induced plasticity—specifically how sex differences can impact drug relapse and other related phenomena.

“My long-term goal is to pursue a career as a physician-scientist where I can use my knowledge of medicine at the individual level to guide research projects focused on gaining better understanding of how drug use affects the brain. I also want to inspire other future scientists who do not often see scientists who look like them.”

• Where he worked: Lab of Jessica Ables, MD, PhD, Assistant Professor of Psychiatry, and Neuroscience, where he was also mentored by Brian Sweis, MD, PhD, Research Track Resident, Department of Psychiatry.
• What he worked on: Investigating the effects of hyperglycemia on decision-making.
• What he accomplished: “Chino worked diligently with us, studying how the ways in which the brain makes complex decisions is altered in metabolic disorders,” says Dr. Sweis. “He has been an exceptional student and has taken the lead on a project that has been a massive undertaking. He worked with a team of undergraduates, graduate students, postdocs, residents, and physicians, learning how to execute large-scale animal behavioral experiments, gaining critical skills in team and project management, and learning coding and data analysis techniques, all while being exposed to clinical patient populations in parallel with his ongoing efforts in basic and translational research.”
• What he learned: “I’ve learned that there isn’t anything I can’t do. I’ve also learned how to problem solve and to not get flustered when things go wrong and not according to plan.”– Chino Nwakama

The first year of medical school is probably one of the toughest challenges for any young person. For three incoming students at the Icahn School of Medicine at Mount Sinai, maybe not.

Three members of the United States military whose careers propelled them in different ways toward medicine have joined Icahn Mount Sinai through the school’s Institutional Partnership with the U.S. Military.

Through this unique pathway, the only one of its kind in the country, veterans gain an unprecedented opportunity to apply for admission to the School of Medicine without having to take the Medical College Admissions Test (MCAT). Also, candidates admitted into the program are offered provisional acceptance with the flexibility to defer their acceptance to continue their military service to meet all necessary requirements.

In interviews, the three talked about their experiences in the military, why they decided to attend medical school, and their plans for the future.

Katrina Nietsch

When Katrina Nietsch enrolled in the U.S. Naval Academy after graduating college, she knew she wanted to serve on the front lines.

She had been in middle school on September 11, 2001, and that was a major moment for her. “I wanted to serve my country from that moment on,” the former Lieutenant Commander says.

“The Navy underlined for me that the essence of mission success relies on the team, and caring for others.”

She signed up to be a pilot in the U.S. Navy and soon found herself flying the C-2A Greyhound, a twin-engine plane that delivers cargo to aircraft carriers.

Among many high stakes missions around the world, her first deployment as a C-2 pilot was a career turning point. She was on an aircraft carrier in the Pacific Ocean about 400 miles off the coast of Acapulco, Mexico, when a young sailor on board got very sick, suffering from severe seizures. She was tapped to fly the sailor to Mexico for life-saving care.

“Flying that MEDEVAC mission with our sailor on board was a watershed moment for me, as it galvanized my desire to pursue medicine,” she says.

She applied to Icahn Mount Sinai through the streamlined pathway to medical school for active service members. She was accepted in 2019 but the unique Military Institutional Partnership allowed the flexibility to defer acceptance for several years to fulfill her service commitment to the Navy.

“The flexibility of the program allowed me to continue my service as a pilot, which ultimately prepared me for medicine,” she says. “As in the Navy, medicine involves high-stakes responsibility and quick risk calculations under pressure. The Navy also underlined for me that the essence of mission success relies on the team, and caring for others.”

She played sports all her life, first as a young girl playing football with her older brother and was recruited to play varsity lacrosse at the Naval Academy. Now in medicine, she is leaning towards a career in sports medicine.

At the United States Military Academy at West Point Graduation in 2016, Tirone Young with with his stepfather James Imoh and his mother, Marie Imoh

Tirone Young

When Captain Tirone Young graduated from the United States Military Academy at West Point in 2016, he was commissioned as an infantry officer.

Due to injuries from an Army football career as a running back, he leveraged his background in nuclear engineering and transitioned to work as a nuclear medical scientist. While stationed in Landstuhl, Germany, he gained experience in health care and in public health. He also served as a subject matter expert on radioactive material and radiation-producing devices for United States and NATO Forces in Europe, Africa, and the Middle East.

“As members of our immediate environments and the larger country, we all stand to benefit if each person feels a responsibility to care for the people and resources around us.”

While working overseas, he noticed parallels between the values upheld in military service and those of a physician.

At the same time, he was processing some tough news in his family. “I lost my two biological grandmothers to cancer, he says. “With my mom being treated for breast cancer after successfully battling Hodgkin’s lymphoma, my interest in pursuing an oncology-related specialty within medicine was solidified.”

In 2020, he applied to Icahn Mount Sinai through its military institutional partnership program, and he was able to defer for a year while concluding his active-duty service abroad.

“My mother, father, and step-father honorably served in the military,” he says. “They introduced me to the concept of communal stewardship: As members of our immediate environments and the larger country, we all stand to benefit if each person feels a responsibility to care for the people and resources around us. Despite a dynamic change in careers, I continue to be guided by this foundational concept that my family embraced.”

Michael Auten with his father, George Auten, a retired U.S. Air Force officer, at graduation day at West Point in 2016.

Michael Auten

After graduating from West Point in 2016, Mike Auten traveled to Ukraine on a Fulbright fellowship focused on security studies. He then joined the Marine Corps as an officer, serving five “very fast-paced” years throughout the United States, Europe, and Africa. During his last tour of duty, while at a small base with a small emergency medical and trauma unit, he began to explore a career in medicine by shadowing the doctors and medics.

“This incredible team took care of the entire base, but they also treated the local security forces as well,” he says. “It was part of our mission and obligation to provide them with care, particularly if things went wrong.”

On witnessing emergency surgery on a remote military base: “It was a powerful introduction to the field of medicine and the rewards of helping and healing. That night completely changed my life.”

One night, a group of local security forces were traveling in a vehicle when they hit a roadside bomb.

“The whole medical team, from the front-line medics to the trauma surgeon, immediately sprang into action with a well-rehearsed plan,” he says. “When the patients arrived, they found that one had been badly hit in the calf, and I was able to observe an extremely intricate and challenging surgical procedure to repair a critical artery and save this patient’s life. The surgery endured for 12 hours, but afterward, I felt full of energy and clarity about what I wanted to do next. It was a powerful introduction to the field of medicine and the rewards of helping and healing. That night completely changed my life.”

A month later, he submitted his application to the Military Institutional Partnership Program at Icahn Mount Sinai.

“I wouldn’t be in medical school now if it wasn’t for the flexibility of the military pathway,” he says. “I am grateful for this program and for the very warm welcome we all received as veterans. We have experienced a huge feeling of belonging with fellow students and faculty and are thrilled to have the opportunity to go to medical school as part of this amazing community.”