Following the people and events that make up the research community at Duke

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Wednesdays, My New Favorite Day

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After my freshman fall, I swore I’d never take another 8AM class. Yet, when a microbiology lab was the only opportunity I had for an in-person course in Duke’s disrupted Fall 2020 semester, I jumped at the chance to take it. Wednesdays have become my on-campus days, and though they start at 7AM and are often jam-packed until 7PM, they are my favorite days of the week.  

I’m usually the first to arrive in sub-basement of the Biological Sciences building on Wednesdays. As my six lab-mates join me, we stand in line on top of stickers spaced according to 6-foot social-distancing guidelines and talk about questions from class or the lab we’re going to perform that day. Sometimes it’s difficult to hear one another through our masks. When our TA is ready for us to enter the classroom, we do so one at a time, only after she’s verified our Symptom Monitoring status and taken our temperature.

Our lab stations are spaced so that we are appropriately distanced from one another, but able to work and collaborate as a team as best we can. We have a no-contact drop-zone for placing and picking up shared lab items, though each students’ space is equipped with most everything we need for our lab on most occasions. The stations are close enough so that we can chat, compare results, and ask each other for assistance as we work. Everyone wears a face shield over a face mask. Each lab session we exchange our “home” face mask for a disposable “lab” face mask. Since we work with potentially pathogenic microbes, this step is for our safety to make sure we don’t carry harmful bacteria out of our lab space. Unlike previous years, gloves are worn at all times, but the lab coats we wear have always been a standard part of the microbiology lab attire.  

The infamous “no contact drop zone” for use of shared materials during lab.

What used to be two, two-hour lab sessions twice a week has been condensed into a single four-hour lab-session to minimize exposure to one another. At the beginning of the semester it felt strange and uncomfortable to wear a mask for the whole lab period and for the rest of the day on campus. But like many changes due to Covid-19, I’ve simply gotten used to it. It’s worth it to have face-to-face interactions with fellow students and to have hands-on experience in the lab. In many ways, these experiences feel much more real and meaningful than my fully online classes, in which I interact exclusively virtually with peers and instructors.

This semester we’ve also been doing science at home, having been tasked with an independent research project to be performed outside of lab. The kitchen in my apartment has become a makeshift space for inoculating TSA plates and perplexing my roommate with my experiment.

At home experimental set-up and data collection in my apartment.

After microbiology, I grab a quick lunch at West Union…which I’m still figuring out how to navigate. There’s more online ordering and different routes for lines I haven’t gotten used to. Though it’s significantly less crowded than it used to be – which has its advantages – the energy and fervor that made up Duke is certainly missing. Though I feel it in spurts when I run into the rare upperclassman on the Plaza or in the Bryan Center while trying to find a spot to study, campus is unequivocally not the same.

I leave the central part of campus and return to the basement of BioSci to work in my research lab, the Steve Nowicki Lab. According to our Covid plan, a grad student must be present to supervise me at all times and each of us works on opposite sides of the lab space. It’s really not all that different than it used to be.

In the Nowicki Lab, I test the categorical color perception of Zebra finches. After being trained for the trials, the birds are tested to see if they can detect color differences between a background color and two “odd color out” chips. Colors one and eight are most starkly different, but when comparing colors seven and eight, for example, I sometimes struggle to tell the two colors apart.

Background color 8 versus odd-color-out 7. Can you tell the difference? (Color 7 is in wells 1 and 7)

Following a five-month hiatus from running trials, I was pleasantly surprised to find myself in the rhythm of things with only a few marginal mishaps. Within a half-hour of being back in the lab, I was running experiments at full speed again. For a moment it felt like I’d never left, and like it could have been the Wednesday before spring break, before the pandemic took full effect. Sometimes still when I’m running trials, I imagine I could walk out of BioSci’s basement and find that everything would be just as it had been when I left in March.

I spend three hours with the birds, running a refresher round followed by five experimental trials. And usually, I listen to podcasts while I work. The time passes quickly, sometimes more quickly than I’d hope.

Example of bird during experiments.

Since I’m already on campus, most Wednesdays I stick around and attend my online history seminar from a spot around campus. Though I can’t perch myself on the third floor of Perkins Library these days, I’ve found a new spot I like on the second level of the Bryan Center and I’ve made it work for me.

On Wednesdays, I am reminded of the reasons I fell in love with Duke and of all the things I miss about it in these strange and uncertain times. I wonder if the Duke I knew will ever be the same. Or if something has fundamentally shifted in our institution, and more largely in each of us individually, that only leaves us with a path forward to a new Duke, rather than a return to the old.

I am team Crystal Violet #2 and this is my bag for placing my “home mask” in when gearing up for lab.

As I return to my car in Blue Zone, I take a longing look at the Chapel. Then I make my way to my car, turn on some tunes for the drive home, and patiently wait for my alarm to wake me at 7AM the next Wednesday morning.

Most of the time I’m left thinking about the Duke that used to be, despite the fact that I certainly admire the socially-responsible and safe Duke that is. We’re doing well, all things considered. But still, it’s not the same. The Duke that the first years know is not the Duke I remember.

Post by Cydney Livingston, Trinity 2022

Saving Africa’s Biggest Trees to Help Earth Breathe

Like wine, cheese, and savvy financial investments, many tropical trees become more valuable with age. This is particularly true when it comes to carbon storage, because old trees are often the biggest trees and the larger the tree, the more carbon it stores.

The value of big, old trees in combating climate change was underscored in a recent study of Gabon’s forests, led by the Nicholas School of the Environment’s John Poulsen. The team’s striking finding — that half of Gabon’s wealth of carbon is found in the largest 5% of trees — has implications that reach far beyond the sparsely populated Central African country’s borders.

Nicholas School Ph.D. student Graden Froese admires a forest giant in Ivindo National Park, Gabon.

Tropical forests play a key role in the global carbon cycle by keeping carbon out of the atmosphere. Trees take in CO2 — one of the infamous, heat-trapping greenhouse gases — during photosynthesis and use the carbon to grow, making new leaves, thicker and taller trunks, and more expansive root systems.

Scientists can estimate how much carbon a tree holds by measuring its trunk. So, like rainforest tailors, trained technicians traveled to all corners of the country to measure the girth and height of tens of thousands of trees.

This extraordinary two-year long effort was one of the first nationwide forest inventories in the tropics, making Gabon a leader in comprehensive forest monitoring.

John Poulsen is an associate professor of tropical ecology.

Poulsen and collaborators used the tree measurements to estimate the amount of carbon stored in Gabon’s forests and to determine why some forests hold more carbon than others.

“The field techs deserve all the credit”, Poulsen explained, “as they often walked for days through thick forest, traversing swamps and enduring humid, buggy conditions to measure trees. We turned their sweat and toil into information that could be used by Gabon’s government to prioritize areas for conservation.”

Who needs ladders, when you have colleagues? The field team collaborates to measure a forest giant.

The team analyzed a suite of environmental factors to see their effects on carbon storage. Of the natural factors, only soil fertility had a noticeable positive effect on tree biomass. Much more important was the impact of humans. As human activities such as agriculture and logging tend to target large trees, more heavily human-disturbed forests had a much different structure than pristine forests. The farther a study area was from human settlements, the more likely it was to host large trees and consequently, higher amounts of carbon.

The paper notes that Gabon stands out as a country with “one of the highest densities of aboveground forest carbon.” In fact, Gabon’s undisturbed forests store more carbon than those in the Amazon, which have been referred to as the lungs of the planet.

According to Poulsen, “Gabon is the second most forested country in the world with 87% forest cover, a deforestation rate near zero…” Because of its impressive forest cover and its location straddling the equator, Gabon’s forests host an incredibly diverse array of plants and animals, including many threatened and endangered species. Rural communities depend on these forests for their livelihoods.

Unfortunately, even Gabon’s ‘small’ trees make for spectacular felled logs.

However, Gabon’s impressive forests are valuable to more than just wildlife, climate researchers, and local communities. The logging industry also sees these forests as a chance for profit. More than half (about 67%) of Gabon’s forests are under contract with logging companies to harvest timber, putting them at risk of losing many of their carbon-storing giants.

Poulsen’s study highlights the importance of a more nuanced approach to forest conservation in Gabon. One that doesn’t simply focus on stopping deforestation or promoting restoration, as is prescribed in many international climate change plans, but an approach that recognizes the necessity of preserving high conservation value, old growth forests.

Anna Nordseth

Guest Post by Anna Nordseth, a graduate student in the Nicholas School of the Environment.

Hard-Won Answer Was Worth the Wait

Most of Physics Professor Haiyan Gao’s students see their doctoral dissertations posted on her lab’s web site very soon after they have been awarded their Ph.Ds.

But Yang Zhang, Ph.D. 2018, had to wait two years, because his thesis work had a very good chance of being accepted by a major journal. And this week, it has been published in the journal Science.

What Zhang did was to create the world’s most precise value for a subatomic nuclear particle called a neutral pion. It’s a quark and an antiquark comprising a meson. The neutral pion (also known as p0) is the lightest of the mesons, but a player in the strong attractive force that holds the atom’s nucleus together.

Haiyan Gao (left) with newly-minted physics Ph.D. Yang Zhang in 2018. (Photo courtesy of Min Huang, Ph.D. ’16)

And that, in turn, makes it a part of the puzzle Gao and her students have been trying to solve for many years. The prevailing theory about the strong force is called quantum chromodynamics (QCD), and it’s been probed for years by high-energy physics. But Gao, Zhang and their collaborators are trying to study QCD under more normal energy states, a notoriously difficult problem.

Yang Zhang spent six years analyzing and writing up the data from a Primakoff  (PrimEx-II) experiment in Hall B at Thomas Jefferson National Accelerator Facility (Jefferson Lab) in Newport News, VA. His work was done on equipment supported by both the National Science Foundation and the Department of Energy.  


This is the quark structure of the positive pion – an up quark and an anti-down quark. The strong force is from gluons, represented as the wavy lines (Arpad Horvath via Wikimedia Commons)

In a Primakoff experiment, a photon beam is directed on a nuclear target, producing neutral pions. In both the PrimEx-I and PrimEx-II experiments at Jefferson Lab, the two photons from the decay of a neutral pionwere subsequently detected in an electromagnetic calorimeter. From that, Zhang extracted the pion’s ‘radiative decay width.’ That decay width is a handy thing to have, because it is directly related to the pion’s life expectancy, and QCD has a direct prediction for it.

Zhang’s hard-won answer: The neutral pion has a radiative decay width of 7.8 electron-volts, give or take. That makes it an important piece of the dauntingly huge puzzle about QCD. Gao and her colleagues will continue to ask the fundamental questions about nature, at the finest but perhaps most profound scale imaginable.

The PrimEx-I and PrimEx-II collaborations were led by Prof. Ashot Gasparian from North Carolina A&T State University. Gao and Zhang joined the collaboration in 2011.

“Precision Measurement of the Neutral Pion Lifetime,” appears in Science May 1. Dr. Yang Zhang is now a quantitative researcher at JPMorgan Chase & Co.

Students Dance Their Way Out of “AI Bias”

Martin Brooke is no ordinary Engineering professor at Duke University. He teaches computer scientists, engineers, and technology nerds how to dance.

Brooke co-teaches Performance and Technology, an interactive course where students create performance projects and discuss theoretical and historical implications of technologies in performance. In a unique partnership with Thomas DeFrantz, a professor of African and African American Studies and Dance students will design a technology based on “heart,” for example, in order to understand how human expression is embedded in technology. Two weeks later, they’ll interact with motion-sensing, robotic trees that give hugs; and 3D printed hearts that detect colors and match people, sort of like a robotic tinder.

Thomas DeFrantz (left) and Martin Brooke  watch their students perform in the Performance and Technology course .

Brooke loves that this class is fun and interactive, but more importantly he loves that this class teaches students how to consider people’s emotions, facial expressions, cultural differences, cultural similarities and interactions when designing new technologies.

Human interface is when a computerized program or device takes input from humans — like an image of a face — and gives an output — like unlocking a phone. In order for these devices to understand human interface, the programmer must first understand how humans express themselves. This means that scientists, programmers, and engineers need to understand a particular school of learning: the humanities. “There are very, very few scientists who do human interface research,” Brooke said.

The students designed a robotic “Tinder” that changes colors when it detects a match.

Brooke also mentioned the importance of understanding human expressions and interactions in order to limit computer bias. Computer bias occurs when a programmer’s prejudiced opinions of others are transferred into the computer products they design. For example, many recent studies have proven that facial recognition software inaccurately identifies black individuals when searching for suspects of a criminal case.

“It turns out one of the biggest problems with technology today is human interface,” Brooke said. “Microsoft found out that they had a motion sensitive Artificial Intelligence that tended to say women, [more often than men], were angry.”  Brooke said he didn’t consider the importance of incorporating the arts and humanities into engineering before coming to Duke. He suggested that it can be uncomfortable for some scientists to think and express themselves artistically. “[When] technologists [take Performance and Technology], for example, they are terrified of the performance aspects of it. We have some video of a guy saying, ‘I didn’t realize I was going to have to perform.’ Yeah, that’s what we were actually quite worried about, but in the end, he’s there in the video, doing slow motion running on stage — fully involved, actually performing, and really enjoying it.

Duke has a strong initiative to promote arts and humanities inclusion in science, technology, engineering, and mathematics. Brooke plans to bring Bass Connections, a research program that focuses on public outreach and cross-disciplinary work, to his Performance and Technology class before the end of the semester to demonstrate bias through a program he calls AI Bias In the Age of a Technical Elite.  

“You give it someone’s name and it will come up with a movie title, their role, and a synopsis of the movie,” Brooke said. “When I put in my name, which is an English name, it said that the movie I would be in is about a little boy who lives in the English countryside who turns into a monster and terrorizes the town.” This program shows even something as simple as a name can have so much stigma attached to it.

Bass Connections Students working on technology and engineering projects. (From the official Duke page for Bass Connections.)

Brooke’s hope is that his class teaches students to think about technology and human interface. “Hopefully that’s a real benefit to them when they get out actually designing products.”

Guest post by Jordan Anderson, a masters student in Science & Society

A Day of STEM for Girls

On any average weekday at Duke University, a walk through the Engineering Quad and down Science Drive would yield the vibrant and exciting sight of bleary-eyed, caffeine-dependent college students heading to labs or lectures, most definitely with Airpods stuck in their ears.

But on Saturday, February 22nd, a glance towards this side of campus would have shown you nearly 200 energetic and chatty female and female-identifying 4th to 6th graders from the Durham area. As part of Capstone, an event organized by Duke FEMMES, these students spent the day in a series of four hands-on STEM activities designed to give them exposure to different science, technology, engineering, and math disciplines.

Nina MacLeod, 10, gets grossed out when viewing fruit fly larvae through a microscope while her guide, Duke first-year Sweta Kafle, waits patiently. (Jared Lazarus)

FEMMES, which stands for Females Excelling More in Math, Engineering, and Science, is an organization comprised of Duke students with the aim of improving female participation in STEM subjects. Their focus starts young: FEMMES uses hands-on programming for young girls and hosts various events throughout the year, including after-school activities at nearby schools and summer camps. 

Capstone was a day of fun STEM exposure divided into four events stationed along Science Drive and E-Quad — two in the morning, and two in the afternoon, with a break for lunch. Students were separated into groups of around eight, and were led by two to three Duke undergraduates and a high school student. The day started bright and early at 8:45 A.M with keynote speaker Stacy Bilbo, Duke professor of Psychology and Neuroscience. 

Staci Bilbo

Bilbo explained that her work centers around microglial cells, a type of brain cell. A series of slides about her journey into a science career sparked awe, especially as she remarked that microglial cells are significant players in our immune system, but scientists used to know nearly nothing about them. Perhaps most impactful, however, was a particular slide depicting microglial cells as macrophages, because they literally eat cellular debris and dead neurons.

A cartoon depiction of this phenomenon generated a variety of reactions from the young audience, including but not limited to: “I’m NEVER being a doctor!”, “I wish I was a microglial cell!”, “Ew, why are brains so gross?”, and “I’m so glad I’m not a brain because that’s SO weird.”

Even in 2020, while fields like medicine and veterinary science see more women than men, only 20% of students that earn bachelor’s degrees in physical sciences, math, and engineering disciplines are female. What accounts for the dramatic lack of female participation in STEM disciplines? The reasons are nuanced and varied. For example, according to a 2010 research report by the American Association of University Women, girls tend to have more difficulty acquiring spatial thinking and reasoning skills – all because of the type of play young female children are more likely to engage in. 

Durham area students learned how to perform a blood pressure check during a FEMMES session taught by Duke EMS, an all-volunteer, student-run division of the police department and Duke Life Flight. Duke senior Kayla Corredera-Wells (center) put the blood pressure cuff on sophomore Pallavi Avasarala. (Jared Lazarus)

This creates a chicken-and-egg story: girls don’t enter STEM at the same rate as their male counterparts, and as a result, future generations of girls are discouraged from pursuing STEM because they don’t see as many accomplished, visibly female scientists to look up to. Spaces like Capstone which encourage hands-on activity are key to exposing girls to the same activities that their male counterparts engage in on a regular basis – and to exposing girls to a world of incredible science and discovery led by other females. 

After Bilbo’s talk, it was off to the activities, led by distinguished female professors at Duke — a nod to the importance of representation when encouraging female participation in science. For example, one of the computer science activities, led by Susan Rodger, taught girls how to use basic CS skills to create 3-D interactive animation.

An introduction to categorizing different minerals based on appearance was led by Emily Klein, while one of the medicine-centered activities involved Duke EMS imparting first aid skills onto the students. 

For one of the biology-themed activities, Nina Sherwood and Emily Ozdowski (dubbed “The Fly Ladies”) showed students fruit flies under a microscope. The activity clearly split the group: girls who stared in glee at unconscious flies, shrieking “It’s SO BIG, look at it!” and girls who exchanged disgusted looks, edging their swivel chairs as far as physically possible from the lab benches. Elizabeth Bucholz, a Biomedical Engineering professor, led one of the engineering activities, showing students how CT scans generate images using paper, a keychain light and a block (meant to represent the body). In math, meanwhile, Shira Viel used the activity of jump-roping to show how fractions can untangle the inevitable and ensuing snarls.

The day definitely wasn’t all science. During lunch in LSRC’s Love Auditorium, most groups spread out after scarfing down pizza and spent intense focus over learning (and recording) TikTok dances, and when walking down Science Drive under blue and sunny skies, conversations ranged from the sequins on someone’s Ugg boots to how to properly bathe one’s dog, to yelling erupting over someone confidently proclaiming that they were a die-hard Tar Heel.

Nina Sherwood, Associate Professor of Biology, showed Emma Zhang, 9, some fruit flies, which we study because they share 75% of their genes with humans. (Jared Lazarus)

A raffle at the end of the day for the chance to win Duke merchandise inspired many closed eyes and crossed fingers (“I want a waterbottle so bad, you have no idea!”) And as newfound friends said goodbye to each other and wistfully bonded over how much fun they had at the end of the day, one thing was clear: events like Capstone are crucial to instilling confidence and a love of STEM in girls. 

By Meghna Datta

Squirmy Science

Unearthing A New Way Of Studying Biology

Yes, students, worms will be on the test. 

Eric Hastie, a post-doctoral researcher in the David Sherwood Lab, has designed a hands-on course for undergraduates at Duke University in which biology students get to genetically modify worms. Hastie calls the course a C.U.R.E. — a course-based undergraduate experience. The proposed course is designed as a hands-on, semester-long exploration of molecular biology and CRISPR genome editing.

An image taken of the adult gonad structure of a C. elegans worm in the Sherwood Lab,

In the course, the students will learn the science behind genome editing before getting to actually try it themselves. Ideally, at the course’s end, each student will have modified the genome of the C. elegans worm species in some way. Over the course of the semester, they will isolate a specific gene within one of these worms by tagging it with a colored marker. Then they will be able to trace the inserted marker in the offspring of the worm by observing it through a microscope, allowing for clear imaging and observation of the chosen characteristic.

When taught, the course will be the third in the nation of its kind, offering undergraduates an interactive and impactful research experience. Hastie designed the course with the intention of giving students transferrable skills, even if they choose careers or future coursework outside of research.

“For students who may not be considering a future in research, this proposed class provides an experience where they can explore, question, test, and learn without the pressures of joining a faculty research lab,” he told me.

Why worms? Perhaps not an age-old question, but one that piqued my interest all the same. According to Hastie, worms and undergraduate scientific research pair particularly well: worms are cost-effective, readily available, take up little space (the adults only grow to be 1mm long!), and boast effortless upkeep. Even among worms, the C. elegans species makes a particularly strong case for its use. They are clear, giving them a ‘leg up’ on some of their nematode colleagues—transparency allows for easy visibility of the inserted colored markers under a microscope. Additionally, because the markers inserted into the parent worm will only be visible in its offspring, C. elegans’ hermaphroditic reproductive cycle is also essential to the success of the class curricula.  

Undergraduate researcher David Chen studying one of his worm strains under a microscope.

“It’s hard to say what will eventually come of our current research into C. elegans, but that’s honestly what makes science exciting,” says undergraduate researcher David Chen, who works alongside Hastie.  “Maybe through our understanding of how certain proteins degrade over time in aging worms, we can better understand aging in humans and how we can live longer, healthier lives.”

The kind of research Hastie’s class proposes has the potential to impact research into the human genome. Human biology and that of the transparent, microscopic worms have more in common than you might think— the results derived from the use of worms such as C. elegans in pharmaceutical trials are often shown to be applicable to humans. Already, some students working with Hastie have received requests from other labs at other universities to test their flagged worms. So perhaps, with the help of Hastie’s class, these students can alter the course of science.

“I certainly contribute to science with my work in the lab,” said junior Ryan Sellers, a research contributor. “Whether it’s investigating a gene involved in a specific cancer pathway or helping shape Dr. Hastie’s future course, I am adding to the collective body of knowledge known as science.”

Post by Rebecca Williamson

Undergraduate Research in Duke’s Wired! Lab

Meet Jules Nasco, a sophomore studying Political Science and Philosophy, Politics, and Economics.

Jules is intrigued by the theories behind “how and why people form governments.” Yet, beyond her participation in various theatrical performances, commitment to several social and living-learning communities, and multiple campus jobs — from being a tour guide to editing Twitter and the Medium blog for DukeStudents — Jules also brandishes the role of undergraduate researcher in the Wired! Lab.

Duke’s Wired Lab is dedicated to digital art history and visual culture. The group – facilitated by Olga Grlic and Bill Broom and comprised of three current undergraduates – works in conjunction with the University of Catania in Italy and senior researchers around the world. Jules works specifically on the Medieval Kingdom of Sicily database, “a collection of historic images of the medieval monuments and cities in the Kingdom of Sicily, available as an open-source resource for travelers, researchers, academics, and anyone curious about the history of this part of the world!”

Since the spring semester of her first year at Duke, Jules has been searching high and low through public and private “collections, museums, archives, libraries, and publications in search of relevant paintings, drawing, etchings, photographs, or other images for the database.” She says that this can be as straightforward and easy as checking the permissions of a digital photo and downloading it or as complicated as contacting persons about image rights or scanning and editing photos from old books. Jules also collects metadata about the images she compiles such as artist or photographer, the date it was produced, the reason for production, or any relevant notes about the work. This data is then reviewed and added onto by senior researchers before being added to the public database.

The work can lead to “super-duper cool discoveries.” Earlier this year, Jules found an illustration of Salerno in a book that was drawn over 500 years ago, which led the team to a collection containing another illustration – likely by the same unknown author – likely drawn solely to depict the event of someone’s execution. However, the execution drawing is now the oldest depiction collected by the Wired! Lab of Castel Nuovo in Naples, which is one of the most prominent monuments studied by the lab.

The photo of Castel Nuovo in Naples that undergraduate researcher Jules found.

Though she admits that more career-focused endeavors may eventually take precedence over her work in the database, it’s her passion for art history that initially drew Jules into the research. Knowing that other pursuits would fill her time at Duke, she wanted to keep her interests alive in other ways. After participating in the Medieval and Renaissance Europe FOCUS program, Jules’ professor introduced her to Olga and Bill and the project. “The rest is art history!”

Jules’ favorite part of the work is the feeling that she is “meaningfully contributing to a community of interested travelers, researchers, and academics.”

Jules is able to provide people globally with information about a part of the world that she believes may otherwise be too hard to find. Her work facilitates and spreads knowledge in an interactive way, which she says makes the sometimes-tedious parts all worth it. In their data review at the end of each semester, Jules is able to see where in the world the database has been accessed and finds it awesome to know that people in Africa, Asia, and Australia use the information she has helped provide.

Post by Cydney Livingston

First-Year Students Designing Real-World Solutions

In the first week of fall semester, four first-year engineering students, Sean Burrell, Teya Evans, Adam Kramer, and Eloise Sinwell, had a brainstorming session to determine how to create a set of physical therapy stairs designed for children with disabilities. Their goal was to construct something that provided motivation through reward, had variable step height, and could physically support the students. 

Evans explained, “The one they were using before did not have handrails and the kids were feeling really unstable.”

,
Teya Evans is pictured stepping on the staircase her team designed and built. With each step, the lightbox displays different colors.

The team was extremely successful and the staircase they designed met all of the goals set out by their client, physical therapists. It provided motivation through the multi-colored lightbox, included an additional smaller step that could be pulled out to adjust step height, had a handrail to physically support the students and could even be taken apart for easy transportation.

This is a part of the Engineering 101 course all Pratt students are required to take. Teams are paired with a real client and work together throughout the semester to design and create a deliverable solution to the problem they are presented with. At the end of the semester, they present their products at a poster presentation that I attended. It was pretty incredible to see what first-year undergraduates were able to create in just a few months.

The next poster I visited focused on designing a device to stabilize hand tremors. The team’s client, Kate, has Ataxia, a neurological disorder that causes her to have uncontrollable tremors in her arms and hands. She wanted a device that would enable her to use her iPad independently, because she currently needs a caregiver to stabilize her arm to use it. This team, Mohanapriya Cumaran, Richard Sheng, Jolie Mason, and Tess Foote, needed to design something that would allow Kate to access the entire screen while stabilizing tremors, being comfortable, easy to set up and durable.

The team was able to accomplish its task by developing a device that allowed Kate to stabilize her tremors by gripping a 3D printed handlebar. The handlebar was then attached to two rods that rested on springs allowing for vertical motion and a drawer slide allowing for horizontal motion.

“We had her [Kate] touch apps in all areas of the iPad and she could do it.” Foote said. “Future plans are to make it comfier.”

The team plans to improve the product by adding a foam grip to the handlebar, attaching a ball and socket joint for index finger support, and adding a waterproof layer to the wooden pieces in their design. 

The last project I visited created a “Fly Flipping Device.” The team, C. Fischer, E. Song, L. Tarman, and S. Gorbaly, were paired with the Mohamed Noor Lab in the Duke Biology Department as their client. 

Tarman explained, “We were asked to design a device that would expedite the process of transferring fruit flies from one vial to another.”

The Noor lab frequently uses fruit flies to study genetics and currently fly flipping has to be done by hand, which can take a lot of time. The goal was to increase the efficiency of lab experiments by creating a device that would last for more than a year, avoid damaging the vials or flies, was portable and fit within a desk space. 

The team came up with over 50 ideas on how to accomplish this task that they narrowed down to one that they would build. The product they created comprised of two arms made of PVC pipe resting on a wooden base. Attached to the arms were “sleeves” 3D printed to hold the vials containing flies. In order to efficiently flip the flies, one of the arms moves about the axis allowing for multiple vials to be flipped that the time it would normally take to flip one vial. The team was very successful and their creation will contribute to important genetic research.

The Fly Flipping Device

It was mind-blowing to see what first-year students were able to create in their first few months at Duke and I think it is a great concept to begin student education in engineering through a hands-on design process that allows them to develop a solution to a problem and take it from idea to implementation. I am excited about what else other EGR 101 students will design in the future.

By Anna Gotskind


Teens Have the Feels About Their Family’s Standing

A study of British twins appearing this week in the Proceedings of the National Academy of Sciences shows that an adolescent’s sense of their own family’s social and economic standing is closely linked to that child’s physical and cognitive health.

In fact, the adolescent’s perception of status was a more powerful predictor of their well-being and readiness for further education than their family’s actual status. The study sample represented the full range of socioeconomic conditions in the U.K.

“Testing how young people’s perceptions related to well-being among twins provided a rare opportunity to control for poverty status as well as environmental and genetic factors shared by children within the same family,” said lead author Joshua Rivenbark, an MD/PhD student in Duke’s Medical School and Sanford School of Public Policy.

Joshua Rivenbark is an MD/PhD student in medicine and policy

“Siblings grew up with equal access to objective resources, but many differed in where they placed their family on the social ladder – which then signaled how well each twin was doing,” Rivenbark said.

Researchers followed 2,232 same-sex twins born in England and Wales in 1994-95 who were part of the Environmental Risk (E-Risk) Longitudinal Twin Study based at King’s College London. Adolescents assessed their family’s social ranking at ages 12 and 18. By late adolescence, these beliefs signaled how well the teen was doing, independent of the family’s access to financial resources, healthcare, adequate nutrition and educational opportunities. This pattern was not seen at age 12.

“The amount of financial resources children have access to is one of the most reliable predictors of their health and life chances,” said Candice Odgers, a professor of psychological science at the University of California, Irvine, who is the senior author of the report. “But these findings show that how young people see their family’s place in a hierarchical system also matters. Their perceptions of social status were an equally good, and often stronger, indicator of how well they were going to do with respect to mental health and social outcomes.”

Study findings also showed that despite growing up in the same family, the twins’ views were not always identical. By age 18, the twin who rated the family’s standing as higher was less likely to be convicted of a crime; was more often educated, employed or in training; and had fewer mental health problems than his or her sibling.

“Studies that experimentally manipulate how young people see their social position would be needed to sort out cause from effect,” Rivenbark said.

The E-Risk study was founded and is co-directed by Duke professors Avshalom Caspi and Terrie Moffitt at King’s College London.

Guest Post by Pat Harriman, UC-Irvine News @UCIPat

Sharing is Caring, But How Does it Start?

This is the second of several posts written by students at the North Carolina School of Science and Math as part of an elective about science communication with Dean Amy Sheck.

As an occasional volunteer at a local children’s museum, I can tell you that children take many different approaches to sharing. Some will happily lend others their favorite toys, while others will burst into tears at the suggestion of giving others a turn in an exhibit.

For Rita Svetlova Ph.D. at the Duke Empathy Development Lab, these behaviors aren’t just passing observations, they are her primary scientific focus. In November, I sat down with Dr. Svetlova to discuss her current research, past investigations, and future plans.

Margarita Lvovna Svetlova

Originally from Russia, Svetlova obtained an M.A. from Lomonosov Moscow State University in Moscow before earning her Ph.D in developmental psychology from the University of Pittsburgh. She later worked as a post-doctoral researcher at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany.

Now at Duke University as an assistant research professor of psychology and neuroscience and the principal investigator in the Empathy Development Lab, Svetlova looks at the development of ‘prosocial’ behavior in children — behaviors such as sharing, empathy, and teamwork.

Svetlova credits her mentor at the University of Pittsburgh, Dr. Celia Brownell, for inspiring her to pursue child psychology and development. “I’ve always been interested in prosociality, but when I was in Russia I actually studied linguistics,” she says. “When I moved to the U.S., I changed paths partly because I’ve always wanted to know more about human psychology. The reason I started studying children is partly because I was interested in it and partly because I met Dr. Brownell. I branched out a little bit, but I generally found it interesting.”

An unsuccessful sharing experience. (From Awkward Family Photos)

Although her passion for childhood development research began in Pittsburgh,  Svetlova has embraced her role as a Duke researcher, most recently tackling a scenario that most academically-inclined readers are familiar with — a partner’s failure to perform in a joint-commitment — in a co-authored May 2017 paper titled “Three-Year-Olds’ Reactions to a Partner’s Failure to Perform Her Role in a Joint Commitment.”

In the study, 144 three-year-olds were presented with a common joint commitment scenario: playing a game. For one third of the children, the game ended when their partner defected, while another third of the test group had a partner who didn’t know how to play.  The final third of the group saw the game apparatus break. Svetlova looked at how the children’s reactions varied by scenario: protesting defectors, teaching the ignorant partner, and blaming the broken apparatus. The results seem to suggest that three-year-olds have the ability to evaluate intentions in a joint commitment.

Another paper Svetlova co-authored, titled “Three- and 5-Year-Old Childrens’ Understanding of How to Dissolve a Joint Commitment,” compared the reactions of three- and five-year-olds when a puppet left a collaborative game with either permission, prior notification, or suddenly without prior notification. If the puppet left without warning, three-year-old subjects protested more and waited longer for the puppet’s return, but both age groups seemed to understand the agreement implicit in a joint commitment.

These joint commitments are only a small fraction of the questions that Svetlova hopes to address.

“A longitudinal study of prosociality would be amazing,” she says. “What I’m interested in now is the intersection of fairness understanding and in-group/out-group bias. What I am trying to look into is how children understand their in-group members vs. out-group members and whether there’s something we can do to make them more accepting of their out-group members.”

“Another one I am interested in is the neural basis of empathy and prosocial behavior. I haven’t started yet, but I’m planning a couple of studies on looking into the brain mechanisms of empathy in particular,” Svetolova says. “We plan to scan children and adults while experiencing an emotion themselves and compare that brain activation to the brain activation while witnessing someone experiencing an emotion, the question being ‘do we really feel others’ emotions as our own?’”

Svetlova also expressed her interest in the roles that gender, culture, and upbringing play in a child’s development of prosociality.

I had to ask her why teenagers seemed to “regress” in prosociality, seemingly becoming more selfish when compared to their childhood selves.

“I would distinguish between self-centered and selfish,” she assured me. “You are not necessarily selfish, it’s just that during teenagehood you are looking for your place in the world, in the ‘pack.’ That’s why these things become very important, other’s opinions about you and your reputation in this little group, people become very anxious about it, it doesn’t mean that they become selfish all of a sudden or stop being prosocial.” She added, “I believe in the good in people, including teenagers.”

Guest Post by Sellers Hill, NCSSM 2020

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