JEROME ADAMS ’97
Biochemistry and Molecular Biology
Notable Achievement: U.S. Surgeon General

Back in the ’90s, Jerome Adams was just a kid watching UMBC basketball games and making sure he never missed Quadmania. Now, he has a bit more on his plate—like being “Top Doctor” for the entire United States.

“UMBC as a school has constantly shown they punch above their weight. There’s nothing we can’t do.”

— Jerome Adams ’97

In 2017, Adams was named Surgeon General, tasked as the leading spokesperson on public health for the federal government and serving as the “Nation’s Doctor.”

Adams credits UMBC with helping him get to where he is today. As a student in the Meyerhoff Scholars Program, he never forgot UMBC President Freeman Hrabowski’s reminder that to whom much is given, much is required.

“UMBC and Dr. Hrabowski and the Meyerhoff Program work together
to inspire folks to be the best that they can be.”

By Ashley Minner, Lecturer, UMBC

A few years ago, I invited a group of students to go on a short walking tour of the Lumbee Indian community of East Baltimore.

Lumbee are indigenous to North Carolina but have been present in Baltimore since at least as early as the 1930s. My grandparents moved here in 1963 with their three children, one of whom was my mother. I was born here, and that makes me a first-generation Baltimore Lumbee. I grew up to be a community-based visual artist and a folklorist. I’m currently a doctoral candidate at University of Maryland College Park, where I’m finishing my dissertation on the changing relationship of Lumbee people to the neighborhood in Baltimore where they settled.

I had given such tours informally many times before, and had developed a familiar route and narrative along the way: South Broadway Baptist Church, the Baltimore American Indian Center, the Vera Shank Daycare and Native American Senior Citizens building.

This particular time, an elder of the community had come along with us. Naturally, I ceded the responsibility of leading the tour to her.

We started out on my usual route, but, to my surprise, she stopped us just outside South Broadway Baptist Church to talk about an Indian jewelry store that used to be next door. This was news to me. I didn’t remember the store because it was gone before my time.

I started to wonder: How much more don’t I know about the places and spaces Lumbee people once had here?

Drawing on the memories of our elders, the annals of local newspapers and other archival materials, I am now mapping and reconstructing East Baltimore’s historic Lumbee Indian community.

With the neighborhood being redeveloped and the Lumbee population shifting, I see this as an urgent project of reclamation – of history, of space and of belonging.

The birth of Baltimore’s ‘reservation’

The Lumbee Tribe of North Carolina is the largest tribe east of the Mississippi River, and the ninth-largest in the United States.

Our homeland is in southeastern North Carolina, with members residing primarily in Robeson, Hoke, Cumberland and Scotland counties. We take our name from the Lumbee River that winds through tribal territory, which is mostly rural and otherwise characterized by pines, farmland and swamps.

Following World War II, thousands of Lumbee Indians migrated from North Carolina to Baltimore seeking jobs and a better quality of life. They settled on the east side of town, in an area that bridges the neighborhoods of Upper Fells Point and Washington Hill, 64 blocks mostly comprising brick row houses with marble steps.

To many Lumbee newcomers, the buildings all looked identical. It was a world apart from the farm houses, tobacco barns, fields and swamps of home.

In this urban landscape, Lumbee people stood out – neither looking like the Indians on TV, nor neatly fitting into any of the races or ethnicities already living in Baltimore.

Today, most Baltimoreans would be surprised to learn that the area was once so densely populated by Indians that it was known as “the reservation.” An anthropologist who did fieldwork in the community during its heyday wrote that it was “perhaps the single largest grouping of Indians from the same tribe in an American urban area.”

The Lumbee community has gradually spread out in years since, so my own generation never experienced “the reservation” as such. But even within our own lifetimes – and especially over the last 15 years – we’ve seen the Lumbee population in the city sharply decline. The majority of our people have moved out to Baltimore County and beyond. Others have returned to North Carolina.

The old neighborhood is now being rapidly redeveloped. Historic buildings have been retrofitted. New luxury apartments abound. With the closure and sale of the former Vera Shank Daycare and Native American Senior Citizens building, the sole real estate that the Baltimore Indian Center owns is the building it occupies. The remaining elders are now in their 70s and 80s.

I know that I have arrived at this work in a crucial moment.

The neighborhood as it once was

In order to learn more about the historic community, I went to the elders first.

I was completely floored by what I learned. I had known about the places I already mentioned, along with a couple of much-fabled bars. But they talked about other restaurants, shops, more churches, more bars, investment properties and even a dance hall that were all Lumbee community-owned or frequented.

Nearly all of the sites described to me by the elders have been repurposed several times since the 1950s, if not demolished and utterly wiped from the landscape. Entire city blocks have disappeared.

How, then, could I even begin to pinpoint where things used to be?

This question prompted a spree of digging and plundering through many local institutional archives in search of clues that would help me reconstruct “the reservation.”

At the downtown branch of the Enoch Pratt Free Library, I was able to leaf through many historic newspaper clippings about the community and the early endeavors of the Baltimore American Indian Center, founded in 1968 as the “American Indian Study Center.” I even held original copies of the American Indian Study Center’s first newsletters, mailed directly from the center to the library.

I got a cartography lesson at the Johns Hopkins University’s Eisenhower Library, which led me to visit the Baltimore City Archives, where I was able to handle original Sanborn maps. These maps provide extremely detailed aerial views of the neighborhood, including footprints of buildings that no longer exist.

Later, at the Baltimore City Department of Planning’s Commission for Historical and Architectural Preservation, I was thrilled to find actual street-level photographs of many of the buildings, which, ironically, were documented as a result of urban renewal.

In the Hornbake Library at University of Maryland College Park, I was able to consult several volumes of Polk Baltimore City Directories. I had presumed these were no more than old phone books. Instead, these volumes detail the individuals and businesses that occupied every building in Baltimore, street by street, block by block, in a given year. Not only was I able to confirm addresses of the community sites the elders had described, but in many instances, I was also able to see where they, themselves, had lived.

The Hornbake Library also houses the Baltimore News American photo archive, where I found portraits of community legends. There were Elizabeth Locklear, Herbert Locklear and Rosie Hunt – all founders of the Center. There was Clyde Oxendine, a boxer and the bouncer of the infamous Volcano, the meanest of mean Indian bars. And in the first folder of unprocessed photos I opened, I found, of all people, Alme Jones, the maternal grandmother of my fiance.

Preserving the past for future generations

So far, we have mapped 27 Lumbee-owned or frequented sites in and around the neighborhood.

After identifying materials from these many far-flung institutional archives, it seems imperative to establish a new collection so that these treasures can live together, alongside personal archival materials that would never have been accessible to an outside researcher. Our community needs easy access to its history.

Naturally, the Baltimore American Indian Center is the prime repository for this new collection. The Special Collections of the Albin O. Kuhn Library at UMBC is another. This amazing, publicly accessible resource already houses the Maryland Folklife Archives and the research of several Maryland folklorists. It will one day house my research as well.

Younger generations of Lumbee people should be able to see and know that our people’s history in Baltimore runs much deeper and wider than it seems.

All cities are steeped in stories. Whether we realize it or not, we are always walking in the footsteps of those who came before.

As Baltimore’s neighborhoods continue to change, its residents would do well to realize that Lumbee people have been here for a long time – and we’re still here.

*****

Ashley Minner, Lecturer, Folklorist, University of Maryland, Baltimore County

Header Image: Members of East Baltimore Church of God, which was founded by Lumbee Indians, and was once located in the heart of ‘the reservation,’ in the 1700 block of E. Baltimore Street. Photo courtesy of Rev. Robert E. Dodson Jr., Pastor, East Baltimore Church of God, author provided.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

UMBC students are diligently making final touches to their presentations in preparation for the 23rd annual Undergraduate Research and Creative Achievement Day (URCAD) on Wednesday, April 24. Students’ research projects are as diverse as UMBC students themselves. This year, URCAD has highlighted research that explores diversity and inequalities through three thematic series, focusing on research about Baltimore, LGBTQ+ topics, and international topics.

These presentations affirm a core goal of URCAD. As Katharine H. Cole, vice provost and dean of undergraduate academic affairs, has shared, “UMBC encourages students of all disciplines to engage in mentored projects and through creative thought and focused inquiry, to discover in themselves their passion.”

STEM identities in Baltimore

Shadia Musa ‘19, American studies, focused her research one exploring how sixth-grade students of color at James McHenry Elementary/Middle School in Baltimore City come to identify with STEM fields. Through her work as a Sherman STEM Teachers Scholar, Musa explored the impact of restructuring learning environments to increase students’ involvement in STEM disciplines.

At James McHenry, where many families don’t have confidence with science and math topics due to historic inequalities in education, teachers, parents, and community organizers collaborate with each other to create more and earlier points of entry into STEM education for students, using an inquiry-based approach.

“I worked with students to identify issues important to them, like having a grocery store nearby. We then created a 3D model of the store out of cardboard,” explains Musa, who plans to continue teaching in Baltimore City. “Through this interactive process, students learned and strengthened their grouping, measurement, computation, and spatial skills as well as cooperative learning skills, and involved their families in the process.”

Musa will present Combating Academic Inequity: A Community-based Approach to Cultivating a Love for STEM within Students of Color at 2:15 p.m. in UC 310.

Intersections of LGBTQ and Jewish identities

Cliel Shdaimah ‘19, gender, women’s, and sexuality studies, researched intersecting identities in her own queer and Jewish communities through interviews with five LGBTQ rabbis in the United States and in Israel. “In the last five years I realized that I was queer and wanted to find a way into my Judaism that was natural but that also celebrated that part of myself,” explains Shdaimah.

The interviews revealed three insights into how the rabbis were managing their identities. First, they described their visibility as queer people and as Jewish family members in Jewish religious spaces. They also dealt with addressing their LGBTQ identities with social justice work. Third, the rabbis had to find ways to incorporate their values as both Jewish and LGBTQ people when interpreting Jewish religious texts and teachings.

“Through this and other research projects at UMBC I had the joy of reading feminist and queer ways of thinking and the Torah,” says Shdaimah. “I have been able to bring all of my identities to my personal life but also to my academic life through different research projects that helped me understand what my possibilities are for the future.”

Shdaimah will present Keshet L’Am: Perspectives of LGBTQ+ Rabbis on Intersecting Identities, 1-2:30 p.m. in the UC Ballroom.

Sharing complex feelings through animation

Julia Blurton-Jones ‘21, visual arts, took a very personal perspective in creating a short animation based on her experience growing up as a gay woman in Catholic private schools. Her film shares the experience of being asked to read a passage from a textbook that implied same-sex marriage should not be allowed. Through animation, she explores this dilemma of having to betray yourself and conveys the fear the protagonist is experiencing.

In her experience with members outside of the LGBTQ community, Blurton-Jones feels coming out is seen as a black and white situation—you are either in or out. But that’s a  misconception, she says.

“There is a greyness to coming out,” shares Blurton Jones. “People in the closet have to actively hide and lie a lot and pretend to disagree with homosexuality. People out of the closet have to decide to continuously come out in different environments.”

This project proved tremendously gratifying for Blurton-Jones. “I am passionate about animation,” she says. “It is a medium where I can mess with reality to portray complex feelings.”

Blurton-Jones will present “Traitor: An Animated Short” at 2:30 p.m. in the Fine Arts Recital Hall.

Separation of voice from body

As a sound professional, Daniel Goldstein ‘18, media and communications studies, is used to mixing different voices to convey ideas, events, and information. For his independent research project, he was interested in researching the effect on different communities of the separation of the voice from the body that occurs in voicing animations, doing voice-over narrations, and creating voices for new digital platforms.

“I wanted to think critically, holistically, and analytically about what it means to cast a specific person as a narrator or a character for animation, and how over time they have created norms about gender and race based on stereotypes,” says Goldstein.

One major example is The Simpsons, where the South Asian character of Abu is portrayed by a white male voice referencing stereotypes of English spoken with a South Asian accent. “This has many negative social and political ramifications,” says Goldstein. “Abu’s voice has been used to create voice norms for an entire community that is not adequately represented on the show.”

Goldstein also shares that he found positive examples of inclusion for a broader range of voices. He describes that theatre voice coaching has helped some members of the trans community match their voice with their identity. Also, looking at growing digital platforms, he notes, “Modern consumer technology like Alexa, Siri, and podcasts, allows traditionally non-normative voices to be successful and fulfill roles that are historically very gendered.”

Goldstein will present Will You Listen?: A Critical Analysis of Gendered and Racialized Disembodied Voices in Contemporary Media Culture at 1:15 p.m., UC 204.

Evolution of Korean art, 2013-1017

Sparked by her sister’s interest in Korean culture, Sarah Natterman ‘20, modern languages, linguistics, and intercultural communication and Asian studies, began learning the Korean language in high school. At UMBC, she began studying Korean art, culture, and social issues in greater depth. Natterman says, “I combined both my academic and personal interests in visual and performing arts to research how the South Korean regime of Park Geun-hye in between 2013 and 2017 affected Korean contemporary art.”

Her research explored the effects of Park Geun-hye censoring 10,000 artists and how censorship restricted and grew art in Korea. As a result of the regime, Korean art developed two movements. One was reminiscent of a past cultural movement, with prominent Korean cultural themes. The other included more abstract themes for a global market. Both influenced the evolution of contemporary South Korean art and culture in the world today.

“I want people to see South Korea as a whole. Politics are important but they can often mask South Korea’s vibrant literature, culture, and theatre,” shares Natterman. She will further her study of South Korean culture next year through UMBC’s academic exchange program with Seoul National University.

Natterman will present Modern Dualism in Korean Contemporary Art at 9:45 a.m. in UC 310

Options in social work delivery

As a student of social work, Rebeccah Mann ‘19, is familiar with the U.S. social work model, which depends largely on federal, state, and local funding to provide services. She was in search of a different perspective on social work delivery models. Through the University Studies Abroad Consortium, Mann enrolled in a social work program at the University of Ghana.

She found that in Ghana there isn’t a vast network of federal, state, or local funding. Social workers in Ghana pursue a more creative and collective approach to fundraising to support the delivery of social work services.

“Through local sales of goods, international sponsors, and a barter system, organizations could be paid for the services they provided and communities could continue to access those needed services,” says Mann. “The innovation has inspired me to see possibilities instead of obstacles as I become a professional social worker.”

Mann will present A Comparison Between Social Service Delivery Systems in Ghana and the United States, 10-11:30 a.m. in the UC Ballroom.

URCAD guests are encouraged to learn more about the broad range of presentations on Baltimore, LGBTQ+, and international research topics. A full listing of all student presenters and their topics and presentation times is available through the URCAD website.

Banner image: URCAD 2018 by Marlayna Demond ’11 for UMBC.

UMBC’s annual Undergraduate Research and Creative Achievement Day allows students to reflect on a year or more of work intensively focused on a project, often with close guidance from a faculty mentor. These mentors have deep and long-lasting impacts on the students who work with them, and the students’ creativity and fresh perspectives inspire their mentors.

Like many faculty across UMBC, Greg Szeto, assistant professor of chemical, biochemical, and environmental engineering, has guided undergraduate and graduate students to achieve a deeper understanding of their discipline. “Being a mentor is the most impactful thing we can do with our time,” he says.

“It’s a mentor’s job to provide comprehensive and diverse experiences that are customized to fit different individuals’ goals and stage of development and to consistently fine-tune those experiences over time,” Szeto explains. “We help provide a safe environment where students can explore their interests in research and determine what the right path is for their future.”

Engineering solutions to health challenges

When Nicole Couturier ‘19, chemical engineering, began exploring options to get involved with research, she wasn’t sure which direction to take. She was intrigued to learn about the interdisciplinary approach to Szeto’s lab, which combines engineering, biology, and human health.

Couturier, a MARC scholar, began working in Szeto’s lab in spring 2017, studying the properties of gold nanoparticles that can potentially be used as immunotherapy agents. She explains that these nanoparticles can “offer an alternative approach to traditional treatment methods by carrying drugs inside their core.” The nanoparticles also have molecules attached to their surfaces that direct them to specific sites within the body, Couturier adds.

Szeto has encouraged Couturier to explore and expand the scope of her work. “Because I have been able to participate in different projects with a range of focuses, I have been able to learn about many different areas of research both inside and outside the field of immunology,” she says. She adds that Szeto had helped her keep her expectations in check, sharing, “One of the most helpful pieces of advice that Dr. Szeto has shared is to remind me that it’s okay at the end of the day if I still don’t know the answer to something.”

For other students seeking research mentors, Szeto suggests, “The fit between a student and a mentor is even more important than finding a perfect intellectual match with research topic at most career stages.”

He notes that strong mentoring relationships benefit everyone, but are particularly important for people early in their careers. “Having supportive mentors and advocates invested in your success as an undergraduate can fundamentally change someone’s perspective on career goals, and their decision to pursue a Ph.D. or career in research,” Szeto says.

From doing research to becoming a researcher

Conducting research in Szeto’s lab has allowed Kojo Bonsu ‘18, chemical engineering, to think about how chemical engineering can address health challenges in new ways.

“I was always interested in applying chemical engineering principles and methodologies to research in biology and medicine, but did not think about doing so by approaching the problems from the immune system,” Bonsu says. “After meeting with Dr. Szeto, I clearly saw how chemical engineering could provide new solutions to long-standing problems in biotechnology and human health.”

Bonsu joined Szeto’s lab in fall 2017. With a strong background in research, he was looking for opportunities to do more independent work. Szeto worked with Bonsu to develop a research experience that included experimental design, data analysis, and project troubleshooting. Bonsu says that this time in Szeto’s lab challenged him to think about possible solutions to obstacles in creative ways.

“This experience truly allowed me to see myself as a researcher and spurred my desires to go to graduate school to further expand upon my knowledge of engineering solutions to a host of problems,” Bonsu says.

Creating a supportive environment for women in STEM

Karla Negrete ‘19, mechanical engineering, a Hill-Lopes Scholar, was drawn to Deepa Madan’s lab after she took a course about the chemical and physical aspects of materials.

Madan has guided Negrete through research on the materials and design of batteries. She focuses on preparing an efficient and safe electrolyte layer for batteries, to avoid the pitfalls of hazardous materials, short lifespan, and susceptibility to damage that are common to conventional designs.

Negrete is exploring how to replace the liquid in batteries with gel polymer electrolytes while avoiding the challenge of crystallization. “Our research seeks to…introduce the use of novel nanofiber cellulose, which is extracted from wood, as the main constituent in preparing our thin gel electrolytes,” she says.

“Dr. Madan has been a mentor to me in many ways,” Negrete reflects, “but the most important has been her ability to believe in me and stand behind me.”

That active interest, encouragement and confidence-building are central to Madan’s mentoring approach.“I believe the likelihood of students achieving their immediate and possibly long-term career goals can be significantly increased if students believe their mentors are genuinely interested in student success, and students see the activity and engagement as a stepping stone for their successful careers,” Madan says.

Negrete has also been mentored by Aswani Poosapati, Ph.D. ‘23, mechanical engineering, and she says that being a part of a supportive research team has been empowering. “The most rewarding part of working with Dr. Madan has been the welcoming environment that she creates in her lab,” says Negrete. “From the beginning, Dr. Madan and Aswani Poosapati have taught me, challenged me, guided me, and trusted me to be a part of this research.”

Much of Madan’s work with students like Negrete focuses on the nuts and bolts of research: how to conduct a literature review, how to access networking opportunities, and how to use research opportunities as steps toward achieving research goals. At another level, she also sees tremendous value in serving as a resource and sounding board for young women beginning careers in STEM fields.

“I feel my research experiences and story motivate our female students to come and talk to me about their research interests, which I feel some are hesitant to share,” she says. “Many of them are flourishing and are positively surprised by how well their research is progressing in a discipline that once appeared so intimidating.” In a field where women are underrepresented, Madan notes, “It’s not surprising to me that more than half of the students working in my lab are female students.”

Gaining confidence through challenges

Anna Feerick ‘19, chemistry, remembers standing outside the door to Lee Blaney’s lab. Blaney worked in a different department (chemical, biochemical, and environmental engineering), but Feerick was fascinated by how his lab applied chemistry to major environmental challenges.

“While reading the research posters outside of the lab, I could see the passion this lab has toward discovery and innovation,” recalls Feerick. “I wanted to match their enthusiasm with my own and was willing to work as hard as needed to get there.”

The research conducted in Blaney’s lab is interdisciplinary, and involves undergraduate and graduate students. In addition to working with Blaney, Feerick has had an opportunity to work closely with Ke He, Ph.D. ‘17, chemical engineering, and Ethan Hain, Ph.D. ‘23, chemical engineering.

When Feerick first joined the lab, she spent time measuring salts for water samples, freeze-drying and measuring sediment samples, and measuring tissue from oysters from the Chesapeake Bay. These tasks showed her the importance of carefully following lab protocols to ensure that contaminant levels were accurately analyzed.

Over time, Feerick was able to take on increasingly challenging work in the lab, which she found to be highly rewarding. “[Blaney] balances the difficulty of the task with our ability to overcome it,” she says. “His confidence in my ability gives me the determination needed to complete it.”

Supporting this growth over time is the core of how Blaney sees mentoring. “Unlike many undergraduate and graduate courses, research involves open-ended questions without known answers,” he points out. “This scenario can be daunting for many students.”

“I think the real importance of mentors stems from their ability to help students make the transition from homework and exam problems to complex, long-term research projects,” Blaney explains. “Mentors play a critical role in contributing to the personal and professional growth of students at every step of that journey.”

Banner image: Karla Negrete, right, working alongside Deepa Madan in the lab. All photos by Marlayna Demond ’11 for UMBC unless otherwise noted.

With five no hitters under her belt, first-year pitcher Courtney Coppersmith spent the semester picking off batters and picking up accolades—including several firsts for UMBC.

By Zach Seidel ’12, M.S. ’15

Flashback to April, and the UMBC Softball team’s bout against Norfolk State. The crowd roared and then began laughing out of astonishment: Coppersmith ’22, biochemistry and molecular biology, had just hit a tie-breaking (and eventual game-winning), two-out, two-strike grand slam in the bottom of the sixth (out of the seven innings in a collegiate softball game).

This hit was her first career home run, but more impressively, it happened just three days after she pitched the second perfect game in program history.

Her teammates and fans couldn’t stop shaking their heads and smiling because every time the lefthander from York, Pennsylvania, stepped on the field, it seemed like she was either breaking another record or coming up clutch.

Coppersmith helped lead UMBC to its first-ever America East championship and first appearance in the NCAA Tournament since 2002—despite the fact that the Retrievers were picked to finish last in the preseason coaches’ poll. In addition to being named UMBC Softball’s first-ever All-American, she was also the first person in America East history to be named both Pitcher of the Year and Rookie of the Year in the same season. And the list goes on.

The Retrievers entered the America East tournament in Hartford, Connecticut. as the No. 4 seed, and had to face the hosts, No. 5 Hartford, in the first round of the double-elimination tournament. Coppersmith threw an 11-strikeout no-hitter, and then followed that up the following day by throwing another no-hitter, this time against the regular season champion No. 1 UMass Lowell. She then helped lead UMBC to a pair of victories over Stony Brook to clinch the championship. Coppersmith went 4 – 0 while allowing just two runs in 28 innings pitched, a 0.50 ERA on only eight hits, and 33 strikeouts en route to being named the tournament’s Most Outstanding Player.

The previous UMBC record for strikeouts in a single game was 13, set over a decade ago. Coppersmith has already reached or surpassed that total in a game seven times this season. She absolutely shattered the record in one of the best performances in the nation this season: a 17 strikeout, no walk, one-hit masterpiece in a 1 – 0 win at UNC Wilmington, in which she scored the only run of the game on offense for UMBC. She then one-upped that with a 17 strikeout no-hitter in a 7 – 0 win over conference rival Maine.

No one has more fun on the diamond than Coppersmith, who can be seen dancing to the music in between pitches. She’s top three in the country in strikeouts (a school single-season record 346) and near the top in strikeouts per game (10.16). We sat down with the thrower of a nasty “rise ball”—and aspiring future pharmacist—for a Q&A.

Zach Seidel: You were obviously recruited to play at multiple schools, so what made UMBC your top choice?

Courtney Coppersmith: They say it’s like a wedding dress, you know it when you see it and then you cry. When I visited campus I knew it was the perfect fit. (I didn’t cry, though.) Academics are very important to me, and it’s a very good academic school. UMBC offered me a sense of community. It offers a lot programs and academic opportunities on top of being an athlete.

Seidel: You want to be a pharmacist, correct? Why is that?

Coppersmith: I like helping people and pharmacists provide medicine to people to help them do that. If I don’t end up doing that, I do want to do research and help create drugs that can cure cancer and help treat various diseases.

Seidel: What feels better for you: acing a chemistry test or striking out a batter?

Coppersmith: Acing a chemistry test. A hundred percent acing a chemistry test!

Seidel: What is the coolest thing about striking someone out?

Coppersmith: The best part is when you fall behind 3-0, and then you throw two strikes that they don’t swing at and then you get them to chase the rise ball anyway. Or, I’ll throw a low rise ball right into the edge of the zone [for a called third strike] and they’ll just look at the umpire; that’s also very amusing to watch.

Seidel: Do you prefer striking batters out swinging or looking?

Coppersmith: Oh, that’s a tough one because I get a lot of my strikeouts swinging, but I guess I like them equally. It’s really funny to watch them when they think it’s not going to be a strike and it’s a strike, but also really funny to watch them swing at a ball that’s over their head, because in no way is that going to be a strike, and they still swing at it anyway!”

Seidel: What’s your walkout song and why?

Coppersmith: For my normal walkout, I use the song “Wild Thing” from the movie Major League for the simple reason that it is one of mine and my dad’s favorite movies, and it is such an important moment in that movie. For my second walkout, it is the Little Einsteins trap remix. While it may sound super childish, I really enjoy the remix and the hype that it brings my teammates, myself, and even the other team.

Seidel:  What’s the Retriever fan support like?

Coppersmith: Retriever fans are one of the major parts to the game; while we still go out and do our jobs, either way, fans only bring even more support to us as we are out there playing our game.

Seidel: If you could strike out anybody in the world, who would it be?

Coppersmith: Heck, I would love to be able to strikeout Coach [Chris] Kuhlmeyer. He always talks a lot of smack, and I know that he doesn’t think I could strike him out, so that would be a cherry on top of the ice cream!

All-Star Stats

Coppersmith helped lead UMBC Softball to its first-ever America East championship. During the same season, she also became:

• UMBC Softball’s first-ever All-American (Softball America Honorable Mention)
• The first person in America East history to be named both Pitcher of the Year and Rookie of the Year in the same season
• UMBC’s first Louisville Slugger/NFCA Division 1 National Pitcher of the Week
• The first in America East Conference history to sweep the weekly awards in the same week as she was named as the Player, Pitcher, and Rookie of the Week (April 9)
• The first member of the America East Conference to be included as a member in the 2019 Schutt Sports/NFCA Freshman of the Year Top 25, an award honoring the top freshmen in the entire nation
• The ECAC (an organization of 87 Division 1 institutions) Rookie of the Year and made the All-ECAC First Team twice, as a pitcher and a designated player (only player to make first team at two separate positions)

****

Header image courtesy of Ian Feldmann, The Retriever.

Undergraduate research at UMBC is booming. As Undergraduate Research and Creative Achievement Day (URCAD) approaches, students across campus are preparing talks and posters on their projects with the support of faculty and graduate student mentors. Some have presented before at national and international conferences. For others, URCAD (on April 24, 2019) will be their debut on the scientific stage.

So, what creates a culture where undergraduate research thrives? Here, students and mentors across different UMBC labs share four factors they think shape the student research experience.

#1 Encourage independence to build identity as a researcher

In collaboration with their mentors, UMBC students design and implement creative and challenging research projects that directly contribute to the research mission of the lab. That independence, and the trust their mentors and labmates place in their work, contributes to the students’ development of an identity as scientific researchers.

Building confidence

Caroline Larkin ’18, M26, bioinformatics, has been working with Daniel Lobo, assistant professor of biological sciences, since April 2016. When they first met, they discussed their research interests and created a project for her that merged them together. Since then, she’s been using machine learning to define how different kinds of cells in cancerous tumors interact, because some of those interactions can lead to tumor collapse.

At first, Larkin found herself darting across the hall to ask Lobo questions frequently, but he eventually advised her to sit with her challenges for a bit first. While Lobo is still available for the tough questions, “Now I believe in myself more,” Larkin says. “I know I’m capable of fixing something in my code, for example. I give it time before I ask for help.”

“It’s my philosophy to give the undergrads an independent project that they can own,” says Lobo, with the eventual goal being that they each become first authors on a scientific paper.

Larkin is a Meyerhoff and MARC Scholar, and those programs “have really shaped my identity as a scientist, and Dr. Lobo has fueled the validation of that feeling,” she says. “I’ve always been told I was going to become a scientist, but actually doing research with Dr. Lobo has really made me feel like one.”

This fall, Larkin will continue her scientific career as a Ph.D. student in the joint computational biology program at Carnegie Mellon University and Pittsburgh University.

Tackling impostor syndrome

Ruben Delgado, assistant research scientist in the Joint Center for Earth Systems Technology at UMBC, instills the same kind of independence in his students. Meredith Sperling ’19, mechanical engineering and mathematics, says, “Every undergraduate has a project that they can define when they first start and then fine tune it as they move along. Graduate students and Ruben are great at providing guidance, pointing out possible pitfalls, etc., but at the end of the day it’s really our research and where we want to take it.”

Sperling’s labmate Julianna Posey ’19, mechanical engineering, says she has dealt with impostor syndrome as a female engineer, but in the Delgado lab, “both your peers and your professors take you seriously,” Posey says. “And that’s pretty uplifting.”

Jenna Westfall ’20, computer science, has enjoyed the opportunity to apply her coding skills to environmental science questions. “Looking at a problem in the real world and having to come up with my own way to tackle it has helped me professionally,” she says, “and I’m grateful to be able to work on something that benefits the lab directly.”

“This really is my project”

Kevin Chen ’19, M27, biological sciences, and Jeffrey Inen ’18, biological sciences, have become experts on their projects in Chuck Bieberich’s lab. After being mentored by Ph.D. student Apurv Rege, Chen is now the resident authority on some of the mouse lines the lab needs for its cancer research.

“When people started asking me about what’s going on with a mouse line, instead of asking the graduate student, it made me think, ‘Wow, this really is my project, and people are asking me for knowledge about it because I’m the primary source for that knowledge,” Chen shares. “I think the independence we’re given in the laboratory gives you that ownership and that feeling of being a researcher.”

This fall, Chen will take that expertise to Emory University. He’s committed to their Ph.D. program in cancer biology, where he’ll expand upon his work with Bieberich.

“He gives us a lot of independence, and I think that’s where I’ve been able to learn the most,” Inen adds. “When Dr. Bieberich starts to come to us for the answers on projects and what he needs to know for his next presentation, it makes me feel like I really belong in the lab.”

For Bieberich, investing time in his undergraduate researchers is a win-win. “As our research program has grown, it’s opened up opportunities to bring undergrads into key roles,” he says. “Having undergraduates in the lab has extended our capability to ask more complex questions than we would otherwise take on.”

#2 Support from every angle enables students to shine

Mentors who are available when you need them, understand the rigorous demands of an undergraduate science career, and can be flexible and supportive when life happens are invaluable for students deciding whether they want to start or continue in research. At UMBC, mentors proactively extend a hand to ensure their students’ success.

Investing time and care

“What I really like about Dr. Lobo is that he’s invested a lot of time into me and my project,” Larkin shares. “I know I can have an honest conversation with him when I’m struggling with something.” For Larkin, that’s included an unexpected diagnosis that left her bedridden for months. Uncertain when she would be able to return to research, Lobo was understanding and welcomed her back when she was ready.

Chen and Inen have had similar experiences with Bieberich. During a serious rough patch, “Dr. B. sat down with me and asked, ‘How can I help you?’ and we worked out a plan for him to help me through that tough time,” Chen shares. And when Inen was in the hospital for almost a week, “Dr. B. came to visit me every day,” Inen remembers. “He definitely goes above and beyond.”

On a more regular basis, “Whenever I need anything, I can just go to Dr. Bieberich and ask,” Inen says. “He’s very open to [students] coming up to him at any time, whether it’s about something in the lab or outside of the lab.” Chen agrees, sharing, “Dr. B is very supportive of everything in my personal life and in the laboratory.”

Exposure to new possibilities

Support can also come in the form of encouraging students to pursue interests beyond what they would normally consider. “The thing that I’ve always appreciated about this lab is that it’s an outlet for me to explore things outside of my engineering program,” Posey, in the Delgado lab, shares. “I’ve always been interested in meteorology and the atmosphere, and I feel like I’ve developed more of a passion for protecting the Earth.”

Delgado sees expanding students’ horizons as a major part of his role. “It’s about making them aware that they have the capacity to go beyond their own expectations and imagination,” he says. “From my own personal experience, I’m where I am because during my undergrad others provided me opportunities to conduct research. Now I’m paying it forward.”

And while he pushes them toward their potential, Westfall, Posey, and Sperling all agree that Delgado understands the demands of undergraduate life. If they need to take a short break due to a spate of exams or a family situation, there’s understanding in the lab. Between being there for emergencies and supporting students through the routine challenges of being an undergrad, UMBC mentors like Lobo, Delgado, and Bieberich create an environment where expectations are high, but flexibility exists as well.

#3 It’s all about communication

As mentors help students prepare to share their work in venues like URCAD, they also help them understand why the ability to explain research is essential for a successful career in science.

Keeping your eye on the goal

In Delgado’s lab, the message has gotten through to Julianna Posey. “The communication part of research is one of the most important parts,” she says. “You should be able to explain your research to somebody as if they’re your younger sibling. And if you can’t do that, then why are you doing it?”

With Delgado’s guidance, Posey has presented at the American Meteorological Society’s annual conference, the National Ambient Air Monitoring Conference sponsored by the EPA, and URCAD. Next year she’ll continue her atmospheric research in UMBC’s master’s program in mechanical engineering.

Meredith Sperling agrees on the benefits of communicating one’s research. “When you work on a project every day, it’s easy to get lost in the numbers,” she says. “But to be able to take a step back and succinctly present your project on a poster within ten minutes, that really keeps you on the path to achieving something that’s ultimately worthwhile, because it forces you to keep your eye on the end goal.” In particular, she says, “URCAD is important because we get to show our work to the community here at UMBC and show how we fit in.”

Getting past the fear factor

As valuable as it is, making a first presentation can be intimidating. That’s why Lobo has his students practice at weekly lab meetings. An opportunity to get feedback from trusted colleagues in a supportive setting builds confidence. So, “By the time URCAD arrives,” Lobo says, “they have presented their research ten times already, and they are not so afraid of presenting.”

It’s worked for Eric Cheung ’19, biochemistry and molecular biology, who works with Lobo. “Presenting is not really a foreign thing to me now,” he says. Plus, Lobo requires all lab members to ask at least one question following presentations. “That drove my research,” Cheung says, “to always ask one more question.”

Caroline Larkin, working in Lobo’s lab, has also benefited from gaining experience sharing her work. She and Jamshaid Shahir ‘18, mathematics and statistics, were the only two undergraduates to present at the international Winter Q-Bio conference in 2018.

#4 Diversity makes lab groups more effective

By welcoming students from all backgrounds and encouraging open communication among lab members, mentors set the stage for a research environment that is open to questions from all perspectives. That diversity in the lab benefits both students’ individual development and the research progress a lab can make.

Same questions, different tools

Lobo’s lab group includes computer scientists, biologists, and mathematicians, among other majors. That diversity benefits the work. “It’s not like the computer scientist is doing computer science, and the mathematician is doing math. Everybody is trying to answer a biological question, with different tools.”

Also, one of Lobo’s goals as a mentor is “to help students understand how science is made.” By working in an interdisciplinary team, they get a flavor for research as teamwork and the importance of approaching scientific questions from different perspectives. As a result, Lobo says, “They are going to be people who know how science works, and that can only benefit science.”

Valuing diversity

Chen and Inen both shared how much they value the diversity among the students in Bieberich’s lab, across gender, race and ethnicity, religion, language, and hometown (or country). For example, Inen is Catholic, and has valued a friendship and conversations he’s had with a female Muslim student in the lab, even attending her mosque for services. Chen identifies as atheist and feels equally comfortable in the lab.

“I look for undergraduates who are eager, bright, dedicated, and willing to put their heart and soul into a project,” Bieberich says. The makeup of the lab “just shows that those characteristics come from everywhere.”

“People from diverse backgrounds are drawn to this lab, because everyone knows Dr. B. is so friendly and kind,” says Chen. “It’s created this environment in the lab where we all learn from each other.” Inen agrees, saying, “We can talk about our differences, and it brings us all together.”

“If everyone recognizes that they’re all doing an essential part of a project that’s addressing a much larger problem, then it’s easy to step up to help each other out,” Bieberich says. “The only way we will succeed is as a team.”

For information about when these students, their labmates, and students from across all departments at UMBC are presenting at URCAD, see the full URCAD schedule.

Banner image: Undergraduate members of the Delgado research group at work. All photos by Marlayna Demond ’11 for UMBC.

The U.S. Small Business Administration recently recognized a UMBC information systems alumnus among its 2019 Small Business Persons of the Year winners.

Zhensen Huang, M.S. ‘00, Ph.D. ‘04, information systems, was the winner of the award for Maryland. He is the CEO of Precise Software Solutions, Inc., a company that supports government agencies’ information technology needs by offering innovative solutions.

Huang explains that he has always wanted to use technology to impact people’s lives, and as an entrepreneur he’s been able to make that a reality. “I am both honored and humbled to receive this Person of the Year recognition,” he says.

In 2013, Huang started Precise and began attracting talented professionals to his company. He says that he wanted to address technological challenges and “deliver elegant technical solutions to the health and science industry’s most complex problems.” He credits the high caliber work of his team at Precise for recognition from the Small Business Administration.

The winners will attend a ceremony in Washington, D.C. in early May during National Small Business Week, where they will receive their awards. The Small Business Administration recognizes winners from each state, plus the District of Columbia, Puerto Rico, and Guam. During the ceremonies, the Small Business Administration will announce the 2019 National Small Business Person of the Year from the 53 winners from across the U.S. and territories. 

Next week, UMBC’s campus will burst with the excitement of discovery as more than 250 students from across all disciplines present their work at the annual Undergraduate Research and Creative Achievement Day (URCAD) (April 24). In addition to a day filled with performances, discussions, and poster sessions, the event will include a keynote by former undergraduate researcher Eric Grollman ’07, sociology and psychology, an associate professor of sociology at the University of Richmond. In preparation for the big day, we asked Grollman to talk about their experiences with undergraduate research at UMBC, and life beyond the loop.

We understand that you’re an assistant professor of sociology at the University of Richmond. Can you tell us a little bit about what your research and teaching entail?

I am a newly-tenured associate professor of sociology at the University of Richmond (UR), where I have worked now for six years. Though I did not know much about UR or the city of Richmond before interviewing for the position, one of the biggest draws for me was moving close to home (southern Maryland). Another was the close relationships that UR faculty develop with their students through teaching, mentorship, research, and advocacy – dynamics that I remember fondly of my own undergraduate studies at UMBC.

I have less hair on my head and more gray in my beard than I did 12 years ago as a senior completing my honors thesis in sociology at UMBC. But, my work as a scholar-activist – which first emerged at UMBC – remains consistent. I continue to use research as a vehicle for advocating for social justice. My research examines the impact of prejudice and discrimination on the health, well-being, and worldviews of oppressed groups, particularly those at the intersections of multiple systems of oppression (e.g., women of color). I continue to do work in LGBTQ studies, though now with a deeper focus on the lives of transgender and non-binary individuals – work that spurred my efforts to create Sociologists for Trans Justice to use sociological insights to advance public understanding of trans issues.

There is, however, one area of scholarship and advocacy that is new: academic justice. My latest project is an anthology entitled Counternarratives from Women of Color Academics: Bravery, Vulnerability, and Resistance, about which I and a few contributors will be speaking at UMBC on Wednesday, April 17 (5 p.m. in the Albin O. Kuhn Library). This project is a product of a blog I founded and edited for four and a half years called ConditionallyAccepted.com, now a weekly career advice column on Inside Higher Ed for marginalized academics. That is, I’ve turned my critical scholarly lens back on higher education itself to challenge the pervasive practices of sexual harassment, discrimination, microaggressions, and tokenizing that occur in academia. In related work, I examine the limits of acceptance of marginalized populations – that is, the conditions we must meet in order for the dominant group to consider us acceptable (e.g., “professionalism,” and activist approaches that effectively do nothing to challenge the status quo).

Were there any particular mentors at UMBC who helped you along the way?

Retired sociology professors Dr. Ilsa Lottes and Dr. Fred L. Pincus were two faculty mentors who were most instrumental in teaching me how to use research to make a difference in the world. Dr. Pincus and Dr. Lottes worked with me to turn my LGBTQ campus activism (i.e., the push to create the “Rainbow Center” at UMBC for LGBTQ students) into research and, in turn, to use empirical findings from my thesis research as evidence for the need for such a campus center.

Additionally, I was pleasantly surprised to find other professors who supported me in my scholar-activist pursuits. Dr. Jodi Kelber-Kaye, Dr. Carole McCann, Elizabeth M. Salisbury, and other GWST faculty provided guidance in employing feminist theories and principles in my own advocacy. Dr. Michelle Scott particularly stands out in introducing me to Black feminist thought and the history of Black women’s activism in the U.S., which laid the groundwork for my intersectional politics.

I also found mentorship and support for my scholar-activism outside of the classroom context, namely in Student Affairs and Residential Life. Jennifer Dress, Candace Martinez-Doane, Erin Hundley-Carter, David Hoffman, Lisa Gray, Darci Graves, Dr. Patty Perillo, Dr. Lee Hawthorne Calizo, Erin Stampp, and Matt Soldner were the other half of my huge team of mentors at UMBC. (You may not recognize some of these names, as amazing people are often called to share their gifts with students at other universities.) They showed me that the academic and student affairs sides of a university are most effective for a student’s development when they work together – not as independent divisions. The incredible impact they had (and still have) on my life led me to seriously consider pursuing a career in student affairs. I ultimately continued in sociology, but I am quite active in campus life now as a professor at UR.

Tell us about your URCAD experience and how it may have shaped your future research in graduate school and beyond.

I received an Undergraduate Research Award to conduct a survey on UMBC students’ attitudes toward lesbian women and gay men – the focus of my honors thesis. The following year, I presented my findings at URCAD, and subsequently published my final thesis in the UMBC Review. Shortly into graduate school, Dr. Lottes and I expanded my thesis research, subsequently publishing an article in the International Journal of Sexual Health. Altogether, these opportunities were the beginnings of my career as a researcher. I entered my Ph.D. studies with research experience already under my belt, and with my first article already published and the second shortly soon after. I humbly admit that I am very productive as a researcher, and my URCAD experiences were fundamental in propelling me into a successful research career.

Why do you believe it’s so important to celebrate and support undergraduate research?

Teaching college students how to think is a core part of the mission of any college. So, too, is knowledge-production in the form of scholarly research. For the most part, research is thought to be part of what faculty do outside of their teaching responsibilities. But, students must be involved in research activities, as well.

For students, producing – not merely consuming – academic knowledge deepens the college experience. One learns so much more by doing. Student researchers can see the full research process, from conception to publication – things they may only learn about abstractly in a methods course. Student-researchers gain so much more when they are invested in the outcomes of a given study, feeling a sense of ownership. Even if academia or other research-oriented careers are not in a student’s future, she will get more out of her undergraduate studies by experiencing research first-hand.

For science in general, we all stand to benefit when a new generation of scholars begins conducting research that challenges existing ways of doing things. Today’s college students have views on gender, race, sexuality, social justice, activism, the environment, and so forth that are uniquely expansive and fluid. We, as a society, cannot afford to wait any longer for their views on the world to change the direction of scholarship. And, we lose out when students who do not pursue research careers decide not to conduct research during college.

What advice would you give to students who are interested in being a part of URCAD?

I highly recommend URCAD, especially for students majoring in fields outside of STEM (e.g., the social sciences, humanities, arts, education). If you’re even slightly interested, go for it!

Independent research can be time-consuming, but it will be rewarding. So, I recommend pursuing a topic of study about which you are passionate. As exhausting as research is, and as long as it takes to complete, you run the risk of feeling burnt out or even bored with your topic (at least temporarily). These risks are much lower if you are actually invested in the subject. Avoid picking a topic that you feel will appease your professors, or parents, or friends, or grad school admissions committees. Studying something that reflects your passions will make it easier to articulate why others should care. Do not confuse rigorous, dare I even say “objective,” research with not caring about the subject; if you do not care about it, then it will be harder to convince others to care.

“We all stand to benefit when a new generation of scholars begins
conducting research that challenges existing ways of doing things.”

As you work, I recommend staying organized and setting firm deadlines to complete tasks. You will be shifting from hard deadlines imposed by professors in your classes to having no firm structure as an independent researcher. I recommend self-imposing a timeline so that you are not left panicked with too much to do as the year ends. That timetable should account for other personal and academic demands in your life. Talk through your proposed timeline with your research mentors, and be open to making changes as necessary. And, you might find creating an accountability group with fellow student-researchers useful – meeting weekly, biweekly, or monthly to check in on your progress and workshop through challenges that have come up during your research.

I suggest that you aim to do your research thoughtfully and carefully so that you could do further research with it in the future; don’t think of your work as a finite project that is completed within a year. Though you’re “just an undergrad,” you can get one or even multiple publications out of your research!  (I did.)

As a novice researcher, it may prove difficult channeling personal interests and passions into research. You many not feel that you know enough about the field to effectively pinpoint research that has not already been done. So, selecting an advisor who knows the field and knows you (as a student and a whole person) is crucial. Expertise is only half of what makes a great research mentor. The other half is guidance that fits with what you need and your goals.

I would suggest that it is ideal to actually start making connections with professors outside of the classroom before you begin independent research. Chat with them before or after class. Visit them during office hours. Communicate via email. Let your professors know who you are, why you are studying your major field, what your career goals are, and what you are getting out of their class(es). This will help them become invested in your undergraduate studies, or at least have more information about your aspirations. This strategy will also let you see that a given professor isn’t invested (enough) and/or isn’t available (enough) and probably is a poor fit for you.

You might also ask fellow students or even recent graduates about their experiences working with a particular faculty member. Again, brilliance does not translate into effective mentoring or even good teaching (there is actual research on this!). The mentor one student loves may not be as useful for another student; so, take others’ experiences with a grain of salt. When asking if a professor will serve as your research mentor, you might even have a frank conversation about what you need and want in a mentor and ask them what they can offer to you as a mentor.

I found it was best to have multiple mentors, even if only one or two are officially recognized as your mentors. No one person knows everything, nor can they offer you everything. Some mentors may be stronger at offering emotional support, others at teaching you a new method, and still others at writing and publishing. I recommend avoiding the common pitfall of relying on a single mentor for everything.

Without giving everything away, can you give us a taste of what you’ll be talking about as this year’s URCAD Alumni Keynote Speaker?

I’ve been advised not to give a boring speech about tips for student-researchers. So, I’ll probably talk about myself – my journey as a scholar-activist. That’s about as far as I’ve gotten in my planning!

* * * * *

UMBC’s 23rd annual Undergraduate Research and Creative Achievement Day (URCAD) will be held on Wednesday, April 24, at locations around campus. Grollman’s keynote will take place from noon to 1 p.m. in University Center 312. Visit urcad.umbc.edu for the full schedule.

Photos provided by Eric Grollman.

UMBC’s Presidential Faculty and Staff Awards offer the campus community an opportunity to reflect on the essential contributions of university employees to making UMBC a supportive and successful learning community. This year’s ceremony, on April 3, recognized eight members of the UMBC community for their commitment to inclusive excellence.

Passion for pedagogy

Carolyn Forestiere, associate professor and chair of political science, received the Presidential Teaching Professor Award in recognition of her exemplary teaching, mentorship, and pedagogical innovation. She is known for challenging students to develop a deeper understanding of course material and to apply their learning through real-world examples. Her approach to guiding students through the process of writing a research paper, outlined in the 2017 textbook Beginning Research in Political Science, has been adopted across departments.

In accepting her award, Forestiere focused on the importance of educators actively connecting students with the subjects they are teaching by modeling excitement for each topic. “Show genuine enthusiasm in any subject that you teach…The key is to find what you’re passionate about and to try to give that to our students,” she says. “It’s that enthusiasm that engages our students.”

Sarah Leupen, senior lecturer in biological sciences, is the 2019 recipient of the University System of Maryland Board of Regents’ Faculty Award for Excellence in Teaching. Her creativity and innovation in teaching have extended far beyond her own classroom, inspiring faculty across UMBC and the world.

When she arrived at UMBC, Leupen launched a Biology Teaching Circle as a space for faculty to explore and discuss pedagogy that could be implemented in classrooms across campus. She has also been involved with UMBC’s Faculty Development Center, leading workshops on a range of topics and techniques. In 2016, she received a Fulbright Award to extend her work abroad. She spent the year at Charles University in the Czech Republic, training medical school faculty in the use of evidence-based teaching practices.

In receiving her award, Leupen thanked her students for teaching her something new each day. She also echoed Forestiere’s remarks, sharing that being enthusiastic for her students takes their classroom engagement to the next level.

Innovative research

Govind Rao, professor of chemical, biochemical, and environmental engineering and director of the Center for Advanced Sensor Technology, is this year’s Presidential Research Professor. Rao is known for the collaborative nature of his work and for bringing together student and faculty researchers from across disciplines to produce innovative solutions to challenges. 

Rao described the question, “What have you done for others?” as the driving force behind his work. His lab has created low-cost sensors to monitor bioprocesses and provide crucial medical care to people in remote places and in communities with limited resources.

Lorraine Remer, research professor for the Joint Center for Earth Systems Technology, received the 2019 UMBC Research Faculty Excellence Award. A leader in the field of remote sensing, Remer has received numerous accolades and awards recognizing her significant contributions to the atmospheric sciences. Recently, she was a named a Fellow of the American Geophysical Union and one of the most cited researchers in her field.

Remer came to UMBC seven years ago after 21 years at NASA and a successful career in the private sector. She serves as CEO and owner of Airphoton LLC, a start-up company founded in 2012 at bwtech@UMBC business incubator.

Supporting students and promoting well-being

Liz Steenrod, program management specialist for the Language, Literacy, and Culture doctoral program, was recognized with the Presidential Distinguished Non-Exempt Staff Award. Steenrod has advanced the program throughout the past six years — a time of tremendous growth, with the program expanding to serve more than 75 doctoral students.

Steenrod has implemented new processes and practices that support faculty and students in the program, particularly tools to help graduate students see their progress and stay on track to reach key milestones. In her remarks, Steenrod highlighted how helpful and supportive people at UMBC are and the ways dedicated and hardworking colleagues have inspired her work.

Jessica Hammond-Graf, senior associate athletic director and senior woman administrator for student-athlete well-being, received the Jakubik Family Endowment Award. During her more than 15 years of leadership at UMBC, she has led the advising and support of hundreds of student-athletes. Her efforts have significantly reduced the number of student-athletes earning below a 2.0 GPA. Today, more than 50 percent student-athletes earn a 3.0 GPA or higher each semester.

Hammond-Graf also created the Retriever Leadership Institute, which brings student-athletes together to develop and strengthen their leadership skills. Students focus on effective teamwork, managing conflict, and recognizing their roles as leaders at UMBC. Groups across UMBC have modeled other programs on the Retriever Leadership Institute.

In speaking at the awards ceremony, Hammond-Graf shared how the leaving things better than you find them is a value that resonated with her as a child, and that continues to motivate her work through today. “By leaving it better than you found it, you continue to move yourself, others, and the organization along a path of growth,” she says.

Shelly Graham, executive administrative assistant for student affairs, received the Karen L. Wensch Endowment Award for Outstanding Non-Exempt Staff. A member of the UMBC community for over 30 years, Graham is often the first person that people connect with when they are reaching out to Student Affairs. She provides training and support for people across campus, and handles delicate and confidential situations with professionalism and compassion.

Valerie Thomas, chief human resources officer and associate vice president for human resources, and a member of the UMBC community for 17 years, received the Presidential Distinguished Staff Award. During her time at UMBC, she has implemented several initiatives to promote the wellbeing of university employees. This includes, among other projects, growing work-life balance initiatives and co-chairing a committee that was responsible for implementing UMBC’s smoke-free campus policy.

President Freeman Hrabowski thanked the honorees by highlighting common themes in their remarks that particularly resonated with him: staff and faculty supporting each other and the passion and excitement that are core to the UMBC community. “We are celebrating…the people who make UMBC such a special community,” he said. “It’s your collective contributions that are the UMBC experience and story. You are what makes UMBC, UMBC.”

Banner image: Govind Rao speaking during the Presidential Faculty and Staff Award event. All photos by Marlayna Demond ’11 for UMBC.

By Charles Betley, Senior Policy Analyst, UMBC

Cigarettes have been known for years to cause many diseases. Tobacco companies now have to pay $9 billion each year to help states pay for the costs of treatment to people they sickened.

April 15 is Tax Day in the U.S., and it is a bitter pill for many.

For state Medicaid plans, though, which pay a heavy price for tobacco-related illnesses, it can be a shot in the arm of sorts. April 15 is also the day when the five largest tobacco companies pay US$9 billion dollars to state governments, each and every year, forever, because of a 1998 legal settlement meant to compensate states for the costs of tobacco-related illness such as cancer, emphysema and heart disease. Actual payments made by the tobacco companies vary year to year because of adjustment factors written into the settlement; each of the states’ payments varies as well.

Payments from tobacco companies, as well as tobacco taxes, help to support health care and other services for low-income people served by state Medicaid programs. Even though the federal government supports each state’s Medicaid program by paying at least half the costs, many states have difficulty finding revenues to pay the remaining share.

Determining how much tobacco use costs states’ Medicaid programs puts the payments from tobacco companies into perspective. One estimate found 15% of nationwide Medicaid costs were caused by tobacco use. But such estimates based on national surveys may not account for which tobacco-related diseases are most prevalent in a particular state. How many of the state’s Medicaid participants smoke, and how hospitals and doctors are paid, also affect a state’s Medicaid costs.

The Center for Mississippi Health Policy was interested in estimating the actual costs to Mississippi Medicaid for treating tobacco-related disease. The center wanted a price tag that more accurately reflected the health-related behaviors of people in Mississippi and health care services available in the state. Our team of researchers from The Hilltop Institute at the University of Maryland, Baltimore County (UMBC) conducted the study. We think our study is the first to focus on Medicaid costs using actual state Medicaid data.

Getting a truer picture

Instead of applying estimates of total costs of smoking from national surveys to individual states as previous studies have done, our research assessed how specific, individual smoking-related illnesses create costs for Mississippi. This lets the state better understand how much it differs from nationwide averages for both its total Medicaid costs and the sources of those costs.

First, we reviewed medical literature for studies that identified how tobacco use or exposure changes the risk of acquiring a particular illness. Many studies of how much smoking increases the risk of getting particular diseases have been conducted since the U.S. surgeon general first reported on the health hazards of smoking in 1964. In 2014, the surgeon general summarized many of these studies in a 50th anniversary report.

Some of the diseases we studied, such as prostate cancer, may have many causes in addition to tobacco use. Others, such as lung cancer, are almost always caused by tobacco. Once we found a number specifying how much smoking increased the risk for contracting each disease, we multiplied those risk scores by the percentage of people in Mississippi Medicaid who smoked. That enabled us to estimate what percentage of Mississippi Medicaid spending for each of these diseases was smoking-related. The Mississippi Medicaid program gave us data to determine the cost of each service paid to treat each person with the specific diagnosis.

We then adjusted this initial estimate for other factors that were not captured in the Medicaid payment data. We added adjusted costs for prescription drugs that could be used to treat smoking-related conditions. In addition, many Medicaid participants are in nursing homes because of diseases acquired from smoking. So we added the costs of nursing home stays based on residents’ diagnoses and the same risk scores.

Tobacco use can also affect the health of nonsmokers exposed to second-hand smoke. Mississippi had estimated the costs of second-hand smoke using national estimates. We updated those numbers based on relative risk of tobacco-related diseases we found in the more recent data.

An expensive set of illnesses

In total, we estimated that the cost of tobacco-related illness to Mississippi Medicaid was $388 million in 2016 and $396 million in 2017. This made up about 9% of Mississippi’s annual spending on Medicaid. Our estimates were somewhat lower than the national cost estimates of 15%. We believe this is because Mississippi Medicaid covers large numbers of children and younger adults – a tobacco-related disease may appear only after many years of smoking.

Many Mississippi Medicaid participants may still be too young to be diagnosed with tobacco-related illnesses. Furthermore, our estimates only included diseases with measures of increased risks because of smoking that are presented in the medical literature or the 2014 surgeon general’s report. So, our estimates are relatively conservative.

We believe our study results will help policymakers in Mississippi assess the benefits of policies affecting tobacco. These could include increasing tobacco cessation services, raising the minimum age for buying tobacco products, raising taxes on tobacco products and requiring smoke-free public places. Our approach to estimating costs could also be used by other states to conduct their own analyses of tobacco-related costs to Medicaid to inform their policy choices.

****

Charles Betley, Senior Policy Analyst, University of Maryland, Baltimore County

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Header image courtesy of Public Domain Pictures from Pexels.