Highlights From the European Committee for Treatment and Research in Multiple Sclerosis

Updated on Nov 20, 2024 | Research

Every year, the team from The Corinne Goldsmith Dickinson Center for Multiple Sclerosis at Mount Sinai participates in the European Committee for Treatment and Research in Multiple Sclerosis Conference, one of the world’s largest gatherings focused on multiple sclerosis (MS) research and care. This event provides a platform for our physicians and researchers to contribute to discussions on the latest advancements and breakthroughs in the field, collaborate with global leaders, and bring back cutting-edge tools to improve the lives of our patients.

This year’s conference was hosted in Copenhagen, where the Mount Sinai team joined more than 8,500 researchers, clinicians, and people living with multiple sclerosis from 103 countries. Celebrating “40 years of dedication to MS research and treatment,” the event showcased advancements in understanding and managing the disease. Attendees attended keynote speeches, scientific presentations, and educational sessions, including a dedicated day for the patient community, emphasizing their vital role in ongoing MS research.

Robin Graney, Clinical Research Coordinator

One of the most notable developments discussed was the update to the McDonald Diagnostic Criteria for MS, presented by Xavier Montalban, MD, Chair of the Department of Neurology and Director of the Multiple Sclerosis Center of Catalonia at the Vall d’Hebron University Hospital. The revisions aim to improve the speed and accuracy of MS diagnoses, particularly in older adults and children.

The new criteria introduce additional diagnostic tools, including modern MRI imaging findings and blood biomarkers, which are designed to reduce the risk of misdiagnoses. These technologies will be widely introduced over the next couple of years, and new terms like “central vein sign” (CVS) and “paramagnetic rim lesions” (PRL) will enter the MS lexicon.

The initiative, supported by a diverse group of stakeholders, will be accompanied by a global education campaign to ensure the MS community understands these changes. From the Center, Fred Lublin, MD, and Aaron Miller, MD, serve on the McDonald Criteria committee.

Research presentations also highlighted promising treatment developments, including the investigational drug tolebrutinib, which showed a 31 percent delay in disability progression in secondary progressive MS in the HERCULES trial. Although concerns about liver safety were raised, the results indicate that tolebrutinib could represent a significant step forward for this group of patients.

Stephen Krieger, MD

The Center served as a trial site for the last four years, with Stephen Krieger, MD, serving as the site’s investigator. The Center is deeply grateful to the 10 patients at Mount Sinai who participated in the trial.

Other research discussed the benefits of high-dose vitamin D in reducing MS activity, while excitement also surrounded a series of upcoming trials studying CAR T-cell therapies, which are being explored for their potential to treat autoimmune diseases like MS.

Another key focus of the conference was on the importance of patient-centered care. Discussions emphasized aligning patient and clinician priorities during appointments to enhance care quality.

Also, the updated “Brain Health–Time Matters” report highlighted the essential role of MS specialist nurses, who provide crucial support and guidance. Disparities in access to specialist nursing care remain a concern globally, particularly in lower-income countries, underscoring the need for continued advocacy and improvement in MS care services worldwide.

What You Need to Know About Participating in Autism Research at Mount Sinai

Oct 28, 2024 | Featured, Research, Your Health


Clinical research is critical to advance our understanding of the causes of neurodevelopmental disorders and to develop effective treatments. The Seaver Autism Center for Research and Treatment at Mount Sinai maintains an active clinical research portfolio with a variety of recruiting studies at any given time.

Individuals on the autism spectrum as well as those with certain related genetic syndromes may be eligible to participate. The Seaver Center’s Rare Disease Program studies Phelan-McDermid syndrome, ADNP syndrome, FOXP1 syndrome, and DDX3X syndrome. Areas of focus include biomarker discovery, natural history studies, and clinical trials.

In addition to valuable contributions to science, the Seaver Center team works hard to ensure study participation is an enjoyable and low stress experience. When reflecting on their experiences, Seaver Autism Center families often recall a sense of warmth and trust.

One parent, Sakia, felt touched by how happy her son is whenever her family arrives for a visit: “As soon as he walks in, he’s running in, running into rooms, and it doesn’t bother anybody. Everyone is very welcoming.”

Paige Siper, PhD

In this Q&A, Paige Siper, PhD, Chief Psychologist of the Seaver Center, explains how research studies are conducted, the benefits of participating, and how you or someone you know can get involved.

What happens at a research study visit?

Research visits include standardized assessments administered by the clinical research team. Our multidisciplinary team spans psychiatry, psychology, and neurology, including a robust training program of psychology and psychiatry students and fellows. For idiopathic autism studies, gold-standard diagnostic testing, including the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2) is administered to determine eligibility. For studies in genetic syndromes, results from genetic testing are reviewed to confirm eligibility. Most studies include cognitive and adaptive assessments. Results from clinical assessments are summarized in a research report and include personalized recommendations provided to families free of charge. Many research studies include our biomarker battery which includes electroencephalography (EEG), eye tracking and, in certain studies, brain imaging using functional magnetic resonance imaging (fMRI).

What are the benefits of participation?

In line with the Seaver Center’s mission, the goal of the clinical research program is to enhance the diagnosis of autism and related disorders, discover biological markers, and to develop and disseminate breakthrough treatments. Research participation is necessary to achieve these long-term objectives.

In addition to helping future generations through medical advancements, as mentioned above, research participants receive results from clinical testing in the form of a research report with recommendations at no cost. These reports may be used to access necessary services both within and outside the school setting.

Who can participate?

Every study has specified enrollment criteria and therefore eligibility varies by study. The Seaver Autism Center has a number of ongoing research studies and encourages you to reach out to the team to discuss studies you or your child may be eligible for.

How do you get involved?

To learn more, call the Seaver Autism Center at 212-241-0961 or email theseavercenter@mssm.edu and one of the clinical research coordinators will provide you with more information.

You may also stay in the know by signing up for the Seaver Autism Center newsletter and by following the Center on social media.

Read and download a special "social story" for kids about the Seaver Autism Center
Learn more about the Seaver Autism Center for Research and Treatment

Computational Psychiatry Postdoctoral Fellow Earns NIH Director’s Early Independence Award

Updated on Oct 28, 2024 | Featured, Psychiatry, Research

Cognitive scientist, computational neuroscientist, well-being researcher—it’s hard to choose only one label to describe Shawn Rhoads, PhD, who recently completed a postdoctoral research fellowship at the Center for Computational Psychiatry at the Mount Sinai Health System. But one title that sticks is recipient of the 2024 National Institute of Health (NIH) Director’s Early Independence Award. The prestigious award, part of the NIH’s High-Risk, High-Reward Research program, supports creative early-career scientists in launching independent research careers.

The award will support Dr. Rhoads as he launches his own lab at Mount Sinai, where he is transitioning to a faculty position as Assistant Professor of Psychiatry, Icahn School of Medicine at Mount Sinai. His research uses modern tools including neuroimaging and computational modeling to approach a modern—and growing—problem. “We’re in the midst of a loneliness epidemic,” Dr. Rhoads explains.

In 2023, the United States Surgeon General released a health advisory on social isolation, citing recent research that found half of U.S. adults report loneliness. Such social disconnection has been linked to a host of negative outcomes, including a greater risk of heart disease, dementia, depression, and early death.

Dr. Rhoads’s research aims to understand the cognitive and neural processes that drive social decision-making—work that could lead to interventions that boost social connection and improve well-being.

A New Way to Study Loneliness  

As an undergrad at the University of Southern California, Dr. Rhoads double majored in psychology and physics. “I was interested in physics as a potential research path, but it was missing that human element,” he says. Fortunately, he found the perfect marriage of his interests and talents in cognitive science and computational modeling. He went on to earn a PhD in the Laboratory on Social and Affective Neuroscience at Georgetown University.

In 2022, he joined Mount Sinai as a postdoctoral fellow in the lab of Xiaosi Gu, PhD, Director of the Center for Computational Psychiatry at the Mount Sinai Health System, and Associate Professor of Psychiatry, and Neuroscience, Icahn School of Medicine at Mount Sinai. It was a perfect fit. “Mount Sinai is one of the only places in the country with an integrated center using computational methods to better understand mental health,” he says.

Working with Dr. Gu, Dr. Rhoads set about designing a project to learn more about loneliness. One response to feeling lonely is to experience a craving or desire for social interaction. “We often think of craving as a negative thing, as in addiction,” he says. “But in this case, craving can be positive if it motivates us to go out into the world to seek connection.”

Some of Dr. Gu’s previous work explored craving in substance use disorders. Now, she and Dr. Rhoads are applying a similar framework to understand how social craving arises, and what happens when that process goes awry. Their model suggests that social craving changes in response to social cues, such as seeing a group of people having fun together. Such social cravings, they predict, are also influenced by expectations and experiences. What happens, for instance, if someone goes to a party expecting a fulfilling social interaction, but doesn’t end up connecting with anyone?

With support from the NIH award, he will use functional brain imaging to understand what happens in people’s brains when they experience social cravings and engage in social interactions. Ultimately, Dr. Rhoads hopes to determine whether those patterns of neural activity can predict negative mental health outcomes such as depression or anxiety.

Seeing Social Decision Making in Real Time

In another line of research, Dr. Rhoads is looking into the brain to see social decision-making in action. In collaboration with researchers, including Ignacio Saez, PhD, Associate Professor of Neuroscience, Neurosurgery, and Neurology, Icahn Mount Sinai, and leader of the invasive electrophysiology core at the Nash Family Center for Advanced Circuit Therapeutics at Mount Sinai, he is working with patients hospitalized while receiving 24/7 intracranial direct brain monitoring as part of their epilepsy treatment.

Dr. Rhoads designed a “gamified” cognitive task for two patients to play together. Each player can earn points working independently, but they have a better chance of high scores if they team up to work with one another. “In order to play together, you need to engage in higher-order social cognitive processes,” he says. For instance, the players have to think multiple steps into the future—not only about their own actions, but also about what they think their partner might do. “The player’s choices are contingent upon their beliefs about what the other person’s strategy is. If I go right, for example, I might assume you’ll go left,” he says.

This ability to consider another person’s mental state is known as theory of mind. By taking direct brain recordings while patients play the game, Dr. Rhoads and his colleagues can apply computational models to make predictions about the players’ beliefs and actions, and see how those predictions play out in the form of brain activity. By collecting brain recordings from two individuals as they interact, the researchers can see social learning and social decision-making in real time. “This is a dynamic system, with changing information as the two players adapt and make choices,” he says.

The ability to imagine another person’s thoughts and perspectives can be helpful, such as when two people are collaborating. But it can also go awry. A person with social anxiety, for example, might ruminate on what they think another person is thinking about them. A person with psychosis might have paranoia about other people being out to get them. “The idea is that we can adapt this model to examine when these cognitive processes can be maladaptive,” Dr. Rhoads says.

A Bright Future for Computational Psychiatry

Though Dr. Rhoads is launching his independent research career, he’s not interested in going it alone. He is eager to collaborate across disciplines, bringing together diverse tools and perspectives to answer questions with implications for individuals and for society.

Meanwhile, he hopes to make computational research accessible to more people. He’s co-director of the Summer Program in Computational Psychiatry Education (SPICE), a research program for high school and college students offered by the Center for Computational Psychiatry. He’s also helping to organize a computational psychiatry workshop for trainees of all levels.

“Computational psychiatry can seem like a daunting field to get into. But we need a diverse and well-represented future of researchers,” he says. “Making these tools more accessible will help us answer some big questions about social behavior and well-being.”

Learn more about the Center for Computational Psychiatry

How One Postdoctoral Fellowship Award Recipient Is Helping to Expand Our Knowledge of the Fundamental Mechanisms of Neurodegenerative Diseases

Oct 24, 2024 | Featured, Research

Kristen Whitney, PhD, and John F. Crary, MD, PhD, in the Crary Lab

Kristen Whitney, PhD, whose research in the Department of Pathology, Molecular and Cell-Based Medicine, Icahn School of Medicine at Mount Sinai, is aimed at uncovering the earliest changes that occur in the aging brain that are causing cells to die, was named the 2024 recipient of the Robin Chemers Neustein Postdoctoral Fellowship Award.

The award, which encourages and supports female research scientists at Icahn Mount Sinai, was established in 2010 through a generous gift from Robin Chemers Neustein, JD, MBA, a former member of Mount Sinai’s Boards of Trustees. Recipients are senior postdoctoral scientists who intend to complete their training within two years, have demonstrated high-impact accomplishments in biomedical sciences, and exhibit the potential for an independent scientific career.

Dr. Whitney is a postdoctoral fellow in the John F. Crary, MD, PhD, Lab. Dr. Crary is Director of the Mount Sinai Neuropathology Brain Bank and Research CoRE, and Professor of Pathology, Molecular and Cell-Based Medicine, Artificial Intelligence and Human Health, and Neuroscience, Icahn Mount Sinai. His lab is dedicated to uncovering the fundamental mechanisms of neurodegenerative diseases with a focus on the tau protein, the principal component of neurofibrillary tangles seen in Alzheimer’s disease and other disorders, such as progressive supranuclear palsy (PSP).

Says Dr. Crary: “Dr. Whitney is at the forefront of this effort, spearheading innovative research that uses stem cell-derived brain organoids to model PSP. Her work is specifically focused on understanding the role of the integrated stress response in tauopathy, helping to illuminate how cellular stress pathways influence the progression of tau-related diseases. Her contributions are critical in advancing our understanding of PSP, positioning her as a leader in neurodegenerative disease modeling.”

Understanding these mechanisms is a promising path to identifying novel therapeutic strategies and drug targets to delay or cure these devastating diseases.

Dr. Whitney says she first became interested in neurodegenerative diseases in her freshman year of college when she started working as a histology technician in a neuropathology lab. Later, she worked directly with patients as a clinical research coordinator at an Alzheimer’s Disease Research Center. “I observed firsthand the devastating consequences of these diseases,” she says.

In her doctoral work, she investigated a novel drug therapy for traumatic brain injury in preclinical animal models. “My training background in both clinical and basic science research, and working with human samples and model systems, inspired the direction of my postdoctoral work in experimental neuropathology and human patient-derived brain cell model systems,” she says.

“I feel the most powerful way to identify therapeutic strategies for neurodegenerative diseases is to conduct patient-oriented research, focusing on the precious brain donations from our patient populations and developing new personalized, and thus clinically relevant-based model systems, such as our ‘mini-brain’ organoids.”

Dr. Whitney came to Mount Sinai for postdoctoral training specifically to work with Dr. Crary. “His background as a physician-scientist offered a unique opportunity to learn clinical and experimental neuropathology while conducting translational research,” she says.

“Mount Sinai has been an incredible environment to complete my postdoctoral training, particularly in the stem cell, organoid, and neurodegenerative research community,” Dr. Whitney adds. “I have had the opportunity to be mentored by, and collaborate with, some of the top researchers in the field. My projects would never have been possible without all the resources available at Mount Sinai, especially the Dean’s CoREs, such as the Stem Cell Engineering CoRE and the Mount Sinai Neuropathology Brain Bank and Research CoRE.”

“I am beyond thrilled and honored to be selected for this year’s Robin Chemers Neustein Postdoctoral Fellowship Award,” says Dr. Whitney. “Advocacy for women in science and the commitment to dismantling barriers resonate deeply with my values, making the mission of this award especially meaningful for me. I am so grateful to Dr. Crary for his invaluable mentorship throughout the years, and to the selection committee for their recognition and support.”

Read more about Dr. Crary and the Mount Sinai Neuropathology Brain Bank and Research CoRE.

Mount Sinai Team Presents Research at World Professional Association for Transgender Health 28th Scientific Symposium

Updated on Oct 18, 2024 | Diversity and Inclusion, Featured, Research

The Mount Sinai team at the World Professional Association for Transgender Health 28th Scientific Symposium in Lisbon, Portugal.

At the recent World Professional Association for Transgender Health (WPATH) 28th Scientific Symposium, “A Gender Diverse World in Global Unity,” Joshua Safer, MD, FACP, FACE, Executive Director of the Mount Sinai Center for Transgender Medicine and Surgery, and others from Mount Sinai presented leading-edge research on hormone therapy for transgender and gender-diverse patients.

This presentation was one of 17 delivered by the Mount Sinai team, showcasing their commitment to advancing knowledge and promoting access, equity, and inclusion in health care.

The symposium, held from September 25-30 in Lisbon, Portugal, brought together medical experts, advocates, students, and colleagues from around the world to share insights and collaborate on advancing transgender and gender-diverse health care.

Mount Sinai’s Center for Transgender Medicine and Surgery, alongside the Office for Diversity and Inclusion, played a key role in the symposium and hosted a reception that allowed participants to network and discuss important research, highlights, and best practices in the field.

Dr. Safer was a panelist in a discussion of adjunct agents, or additional therapies, used with estrogens for feminizing hormone therapy in transgender women. In addition, Daniel J. Slack, MD, Assistant Professor of Medicine (Endocrinology, Diabetes and Bone Disease), presented important data suggesting that blood clots in transgender women might be connected to other medical conditions and health care access issues rather than the estrogen therapy that is often blamed.

Presentations by the Mount Sinai team also included substantial data regarding the benefits of specific gender-affirming surgical techniques and opportunities to address health care gaps for transgender people.

Together, we are pushing the boundaries of research and championing the health and well-being of all,” Dr. Safer says. “We look forward to continuing this vital work and building a future where everyone can thrive.”

How Did These New York City Teachers Spend Their Summer? In Mount Sinai Labs, Improving Their Science and Teaching Skills

Updated on Oct 18, 2024 | Community, Featured, Research

New York City educators visited the Microscopy and Advanced Bioimaging Core facility with Glenn Doherty, Senior Core Research Associate, seated left, and Denise Croote, PhD, seated right.

New York City high school teacher Christine Chan, middle school teacher Elsa Rosario, and assistant principal Kathy Pham gained hands-on experience in science content, communications, and teaching at Mount Sinai as part of a Summer Research Program for Science Teachers. They recently returned to their classrooms energized with fresh ideas to inspire a love of science in their students.

Ms. Chan worked in the laboratory of renowned scientist Yasmin Hurd, PhD, the Ward-Coleman Chair of Translational Neuroscience, Director of the Addiction Institute of Mount Sinai, and Professor of Pharmacological Sciences, Neuroscience, Psychiatry, and Artificial Intelligence and Human Health.

Ms. Rosario worked in the laboratory of researcher Joel Blanchard, PhD, Associate Professor of Neuroscience, and Cell, Developmental and Regenerative Biology, and a core member of Mount Sinai’s Institute for Regenerative Medicine, who is developing in vitro models of the human brain.

Ms. Pham worked in the laboratory of researcher Yizhou Dong, PhD, Professor of Immunology and Immunotherapy, and Oncological Sciences, whose research is focused on drug discovery and delivery.

Mount Sinai was among four institutions hosting teachers through a program that was founded in 1990 by the esteemed scientist Samuel C. Silverstein, MD, at Columbia University.

“This program has created a wonderful community of science educators and researchers who are eager to enhance science education in the United States and prepare the next generation for careers in science, technology, engineering, and math,” says Denise Croote, PhD, Assistant Professor of Neuroscience, and an instructor in the Center for Excellence in Youth Education at Mount Sinai, who oversaw the Mount Sinai program for The Friedman Brain Institute, which hosted the teachers.

Ms. Pham was completing her second year in this two-summer program, while Ms. Chan and Ms. Rosario expect to return next summer and continue building on their first-year experiences in the laboratories.

“We were thrilled to welcome New York City science educators to our labs, and we are excited to work together on outreach programs that support their classroom goals in the upcoming year,” says Dr. Croote.

In addition to their work in the labs, activities for all of the teachers included a small symposium and poster session, and Professional Development Days, where, at Mount Sinai, they presented a science lesson of their choice, learned about resources available to them, and toured the Microscopy and Advanced Bioimaging Core and the BioMedical Engineering and Imaging Institute, interacting with faculty and staff.

“The experience was a perfect blend of collaboration, learning, and the joy of sharing knowledge with those who shape the future of science,” says Natalia P. Biscola, PhD, Associate Scientist in Mount Sinai’s Department of Neurology, who helped organize and develop the summer program at Mount Sinai. Adds Veronica Szarejko, Program Manager, Nash Family Department of Neuroscience, “As a mother of a high school freshman who is a science enthusiast, I am incredibly excited about the program’s ability to promote new ideas and help shape how the science curriculum is taught in New York City schools.”

For Ms. Chan, Ms. Rosario, and Ms. Pham, it was an extraordinary opportunity. Read on to learn more about what they learned and why they are passionate about teaching science.

Christine Chan, in the lab with Alexandra Chisholm, PhD

Christine Chan, ReStart Academy

Can you share a little background on your teaching experience?

I am starting my fourth year as a high school science teacher at District 79’s ReStart Academy at the Comprehensive Adolescent Rehabilitation and Education Service (CARES). I have taught biology, earth and space science, and environmental science. Our school collaborates with Mount Sinai to provide a safe space for students with mental disorders to simultaneously receive public-school education and outpatient psychiatry therapy.

Our student body is more diverse than any other school in the country. We have art school students, specialized high school students, special education students, LGBTQ+ students, and students from other minority groups. Although it can be challenging at times to have such a diverse group of students in the classroom, it does lead to unexpected perspectives and insights. Learning is bidirectional. I can inspire students and help them discover new aspects of themselves, while they introduce me to a broad variety of knowledge.

Who inspired you to become a science teacher?

I enjoyed my college science classes more than my high school science classes. While it was much more challenging, the content was much more relevant to my personal life. I found myself more easily drawn to science learning and asking more questions about the world around me. Science has enlarged my interests in health, scientific innovation, medicine, climate change, and sustainability.

I was inspired to become a science high school teacher because I think the excitement around science learning should be encountered earlier. I want to become a teacher who teaches science in a way that is relevant, rigorous, and fun for young students. I also want to inspire and motivate young people to care more and take action about major societal problems, such as health disparities, climate change, and the lack of diversity in science, technology, engineering, and mathematics fields.

I believe there are creative ways to teach rigorous and exciting science while also preparing students for standardized tests. For example, while we must teach fundamental concepts of the endocrine and reproductive system, why can’t we teach it in the context of our students’ real worlds? They are more likely to pay attention, care, and invest time in learning. Many of my students are transgender, so they have heard of or may be taking testosterone or estrogen shots. I can teach students fundamental biology and help them apply conceptual knowledge to understand real applications of medicine.

What did you learn through the activities, and especially working in the lab with a mentor?

My experience in the Hurd lab taught me that science and technology are advancing simultaneously. In the past, I was under the impression that people learn to code and program because they want to work in IT or make cool computer programs. As technology opens the door to large amounts of complex data, scientists need coding skills to use programs that can comprehend the information. Researchers in the Hurd lab write codes to make sense of and analyze large amounts of data from RNA sequencing. Scientists need to be flexible and lifelong learners to keep up with the latest programs and research methods.

In addition, I learned that a strong background in the biological mechanism of a research topic is essential. Without a fundamental background understanding, it is very hard to conduct literature searches, stay updated within the scientific community, understand methodology and results, and draw conclusions. Overall, the results of research projects are often very complex because the brain is very complex. There is still so much we don’t know about the brain.

What lessons will you take to the classroom?

My experience in the Hurd Lab, guidance from my lab mentor, Alexandra Chisholm, PhD, and professional development sessions have all inspired me. I plan to use some physical, interactive models acquired in my professional development sessions, to teach synapses. For example, I can have students throw balls (neurotransmitters) from the presynaptic neuron into the receptors (cups) of postsynaptic neurons. I can use this model to teach about neural communication and neuroplasticity.

I also want to encourage my students to learn coding via datacamp.com. I was enrolled in some courses during my time in the Hurd lab, where I acquired a great set of introductory skills. Educators can help students enroll in six-month coding courses that are interactive and project based. This is a great fit for my school because we don’t have a computer science teacher.

The Hurd lab also inspired me to create a bioinformatic poster project. Dr. Hurd is actively working to bridge the connection between the research community and the larger society, and she teaches her college interns the importance of this connection by assigning them a bioinformatics poster about prenatal exposure to cannabis. I think students can solidify their understanding of any topic by making posters to inform or educate local communities. For example, my students are very passionate about LGBTQ+ activism. I plan to have them create bioinformatic posters for trans teens about the mechanisms behind hormone replacement therapy.

Lastly, I plan to utilize some of the connections I built during this experience to coordinate field trips to science research labs or facilities to give students a better sense of where scientists work, what problems researchers are investigating

Elsa Rosario in the lab with Andrea Perez Arevalo, PhD

Elsa Rosario, Rachel Carson I.S. 237

Can you share a little background on your teaching experience?

I have been a middle school teacher for five years at Rachel Carson I.S. 237 in Flushing, Queens, New York. I teach sixth and seventh grade science, as well as Living Environment and Earth Science Regents Prep to eighth graders.

While middle school students have acquired a lot of skills by the time they get to me, they are still full of curiosity for the world around them. They are ready to identify problems and try to find solutions and get an allocated time for science every day in school. I also think it is the perfect time to get them interested in science through experiences, such as using scientific hands-on models to learn and answer questions. Experiences stay with us and help shape who we become.

Who inspired you to become a science teacher?

I attribute a lot of what I have accomplished to the educators who mentored and believed in me through different stages of my education career. Growing up, I never envisioned becoming a teacher, much less a science teacher. I wasn’t born in the United States, and in the country I am from, languages and math were the main subjects we focused on in middle school.

After I moved to New York City as a teenager I first got interested in science because of my Living Environment teacher talking so passionately about genetics and all the different possibilities researching genetics could lead to. This experience led me to college and a major in Biotechnology. I got the opportunity to do research as an undergraduate student, and my mentors at the time supported me to become a lab instructor, an experience that changed everything for me. It made me realize that sharing knowledge and empowering others to see the world in a critical way could impact more lives. We make choices every day, and the skills you learn in science class are very transferable to your everyday life. We just fail to see it through that lens sometimes.

What did you learn through the activities, and especially working in the lab with a mentor?

I truly believe no book or diagram can help you make a connection with something the way an experience can. I have gained an appreciation for the brain that no class in neuroscience could have ever taught me.

I have used all my senses to fully immerse myself into understanding the brain in this internship. Andrea Perez Arevalo, PhD, my mentor in the Blanchard lab, guided me through identifying a question of interest after doing research, carrying out hands-on qualitative and quantitative experiments to answer that question, and analyzing the result to make conclusions.

And, something else. I have also become a student again and that can really change your perspective, especially when you are being introduced to an unfamiliar topic. It’s the kind of feeling my students have when I stand in front of the class to teach. The internship was also a one-to-one experience, and my mentor addressed any misconceptions I might have had as I learned. That gave me a better understanding of how everything I was learning connected to my everyday life —and how I might use this experience to better teach my students how molecular interactions impact the way their brains work.

What lessons will you take to the classroom? 

One of the most important lessons I have learned from my mentor is that failure can also be a story of success in life and science! When you try something, and you fail, then you have learned what does not work. What matters is what you do with that knowledge.

Some of the experiments we completed did not give us the results we expected, and my mentor made sure we focused on taking that data for what it was and still analyzed what it meant. It is okay to have expectations when you do an experiment, that is what a hypothesis is, but focusing on that might narrow your field of view when analyzing your results. Not doing this might make us miss an opportunity to understand the process we are investigating.

I was also given the opportunity to create my own microscope slides with different types of brain cells that had different pathology. I plan to create a lab in which students collect data from these slides about how cells change in the brain when someone has a neurodegenerative disorder.

Kathy Pham giving a presentation

Kathy Pham, Bard High School Early College, Queens

Can you share a little background on your teaching experience?

I have been teaching for 12 years, primarily in Title I, low-income, and underperforming schools in the East New York and Bushwick sections of Brooklyn, where I focus on biology for grades 9 to 12. It has been a rewarding journey that allows me to engage with students and cultivate their curiosity in science. Many of my students continue to pursue their studies in the sciences as they advance to higher education.

Who inspired you to become a science teacher?

My inspiration originated from my seventh-grade science teacher who instilled in me a profound love for inquiry and discovery. We participated in science fairs, competed in science competitions, and conducted scientific research. The passion she exhibited for science was contagious, and I strive to ignite that same enthusiasm in my students.

What did you learn through the activities, and especially working in the lab with a mentor?

Working in the lab with a mentor has been incredibly beneficial. I have gained hands-on experience in the formulation of lipid nanoparticles using polysarcosine for mRNA delivery therapeutics, which has deepened my understanding of immunology and cellular biology. Additionally, this experience has underscored the importance of experimentation and critical thinking in science, reinforcing the necessity of fostering a similar environment in the classroom.

What lessons will you take to the classroom? 

I plan to create lessons that prioritize inquiry-based learning and collaborative projects. I believe that by emphasizing active learning and experimentation, I can cultivate a more dynamic and engaging atmosphere for my students.

Learn more about The Friedman Brain Institute

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