As a high school student, Pam Voulalas ’24 was an aspiring clarinetist, determined to major in music and secure a position in a major symphony orchestra. But, on learning how infrequently symphony positions become available, she put down her clarinet. For 37 years.

Instead, she embarked on a career in the sciences, earning a Ph.D. and joining the faculty at the University of Maryland School of Pharmacy. Now, decades later, she returned to school, and graduates this week with a B.A. in music from UMBC.

Q: What was your career path in the sciences?

A: My Ph.D. studies were focused on synaptic plasticity in the brain—how the brain physically changes in response to exposure to novel stimuli. 

When you’re exposed to something new, the brain processes that incoming information, creating a physical network that underlies long-term memory storage and retrieval. An important part of this network is an area of the brain called the hippocampus—the seat of learning and memory—which acts like a relay station. I was focusing on that part of the brain, trying to understand how different neurotransmitters interact with each other through their receptor systems to cause short-term stimuli to be transformed into long-term memories.

After completing my Ph.D. I went on to work as a postdoctoral fellow at the National Institutes of Health and Johns Hopkins School of Medicine before I then landed at the University of Maryland, Baltimore as a senior fellow (while I had three kids!). Later I joined the faculty in the School of Pharmacy there.

Q: What prompted you to leave your career and enroll in an undergraduate music program?

A: That was a sort of series of unexpected life events. I was collaborating with another researcher on a project studying plasticity in chronic neuropathic pain, and the funding was running out. Meanwhile, my husband and I both had parents with serious health issues, so I took what I thought was going to be a leave of absence to care for them. But I was also at a point where I was feeling like I was ready for a change, ready to move away from academic research.

During that period, I wanted to take a class in music theory at Howard Community College, but I learned that I couldn’t just take one class, I had to take three: theory, ear training, and piano keyboard skills. I thought I would just take the theory class, sign up for the other two, and drop them! Two years later I finished at HCC with an associate’s degree in music performance and my husband then asked me, “Are you going to finish this?” So I applied to UMBC.

Q: Why music composition?

A: As a scientist, I was very interested in the tiny details of brain function, down to the molecular level: what is learning and memory all about? What is the pathology of these processes? What does that look like? How does that work? In music, I think that composition was a purposeful choice of mine—it makes sense because I like learning about, if you will, the mechanics of music, the finer details.

I chose composition because I initially wanted to compose for clarinet ensembles. In 2016, I had picked up my clarinet again and joined the local community band. Within that group I found a bunch of interested clarinetists, and with them I formed a clarinet choir. We were together for about two years before COVID-19 hit. We performed at a few senior living communities and rehab centers, when it struck me that I could combine my musical skills with my knowledge of learning and memory and how to keep our neural circuits healthy throughout our lives.

As I got back to studying clarinet, I took lessons with people who were 70 to 85 years old who were still amazing players. I started thinking that a practical application of my love and interest in music would be to establish programs at senior living communities—places where people are still living independently and may still be playing or want to play their instruments. I could help them form ensembles on site, ideally leading to a performance. And that way they’re not just listening to music, they’re actively engaging—which is great for our brains—it’s great for everyone’s psyche, and it’s great for other residents to enjoy.

Q: You returned to school after a successful career in the sciences. What was it like being around other students who were so much younger than you?

A: Well, I was very nervous about transferring to UMBC. One of the players in my clarinet choir was a retired nurse, and she and I did the program together at HCC. I’m happy to say that both at HCC and also at UMBC, I never felt like I was playing the mother or the parent to younger students. 

In fact, I feel like I added something to the classroom because, for example, some students can be timid about asking questions and putting themselves out there. I feel like I helped to be a role model for them, helping them by breaking the ice in certain circumstances.

I was just telling a friend of mine at lunch that I’ve had UMBC students want to hang out and talk, which I do feel has been pretty genuine. I can’t really explain that. I do believe that there is something special about the students who come to UMBC. I think this place attracts very open-minded individuals.

Q: At UMBC, who has been a mentor to you, or who has supported you in your work?

A: Who wasn’t a mentor?! I spent the most time with Dr. Linda Dusman, and then the three large ensemble directors, Dr. Philip Mann (Symphony Orchestra), Dr. Brian Kaufman (Wind Ensemble), and Dr. Patrick Crossland (New Music Ensemble). I had never had the opportunity to play in an orchestra before coming to UMBC! The very first person I connected with for orchestra was Dr. Nell Flanders, who was the orchestral director my second semester here. I was incredibly excited to be able to play orchestral repertoire. All of the faculty take their students seriously, setting the bar high. I love that. I love how the professors, every one of them from Dr. Airi Yoshioka to Dr. Lisa Cella, all push in a very gentle, supportive way. And I think this takes a lot of finesse—to encourage without completely stressing students out.

Q: As an undergraduate composition major, you had your works performed by professional ensembles that visited UMBC, including the Bergamot String Quartet and the Strata ensemble. That must have been an unusual experience.

A: That is one of the huge gifts and the glorious insights and understanding that Dr. Dusman has given to her composition students. And that’s another thing that I think really elevates the composition program here—that we do have those opportunities to write music for people who have the skills to be able to attack more complex pieces. 

That’s a wonderful feeling—when you can compose something challenging knowing that the ensemble will be able to handle it. It’s both exciting and a little intimidating, because you’re hoping you’re going to write something that the musicians enjoy playing. And then when it all works, it’s magical, something being brought to life, very surreal.

Q: Out of the works you composed during your time at UMBC, is there one that stands out for you?

A: I have to say that two pieces stand out. One was this piece that I call my “sleep piece” entitled To Sleep, Perchance to Dream. The assignment was to compose a piece based on a graphic score. That was challenging, but it was also fun because I ended up tapping into my neuroscience background to develop the idea. It demanded improvisation, which is not something that I had ever done before. I felt like I grew a lot with that experience, because I needed to compose in a very different way. And since I was also a member of the ensemble in that case, I had to learn how to feel comfortable improvising. It ended up being a multimedia piece, so that was more complex than anything I had tackled before. The successful performance of that piece was very gratifying. 

With improvisation, there are moments when a special kind of cohesion occurs which is very different from playing standard notation repertoire—you hope that the ensemble will reach its optimal cohesiveness during the performance. Of course, with improv, you just never know how it’s going to go! When it works well it is a wonderful feeling.

The other piece that was probably the most challenging was Phaistos, in which I had to interpret an ancient artifact—a series of hieroglyphics arranged in a spiral pattern—and compose a piece based on that. It was technically very demanding, but in the end, incredibly gratifying, especially given that the Strata trio did a fabulous job interpreting it. Those are the two standouts for me.

Q: This semester, as a member of UMBC’s New Music Ensemble, you performed Mauricio Kagel’s Staatstheater, a piece that features all sorts of theatrical gestures, many of which are intentionally absurd. What was that like for you?

A: Well, when Dr. Crossland first proposed it, we students were looking at each other like, “Okay….”  Before I started this program, I loved all sorts of music. My husband and I have a collection that spans medieval and renaissance music, classical, jazz, minimalist, folk, rap, and a little bit of new music. But as far as really new music, very contemporary music, I hadn’t had a lot of exposure to that, and so it was very uncomfortable and foreign to me. I would put like the Kagel piece into that category, which ended up being both fun and enlightening.

One of the most interesting things that occurred to me as a student—and I was kind of warned by a student who graduated a year before me that this would happen—is that you come in as a mostly classically focused tonal person and then something happens, and your brain opens up to new musical possibilities. And I’ll never forget the moment when that happened. I was in my kitchen making breakfast, listening to the radio, a classical station, when I suddenly had this realization: This classical music was wonderful, but it’s not enough. Right? There’s so much more that can be done with instruments and music and sound. I feel like it was really then that this concept gelled for me. It was a very cool moment.

Q: What’s next for you?

A: I have a lot of experience writing grants for scientific research, and I’ve had some opportunities to do that for free for arts organizations and been very successful with that.

I’ve had a glorious career in science, but now I really am trying to focus on what kinds of work I can I do that will allow me to give back in one way or another—something that will have a lot of meaning for me and others while at the same time allowing me time to compose, because I have a lot of ideas for pieces I’d like to write for all kinds of different ensembles. And I do intend to keep studying. If I had the opportunity for advanced study in composition, I would like to do that.

I really would like to find ways to engage seniors citizens in music making. Aside from that, I have a dream to create a small, very intimate chamber space in Howard County, where we can present concerts of all genres of music performed by professionals and amateurs, including young students. Music is very big in Howard County—kids of all ages are achieving great things with their music. So that’s my dream—we’ll see!

Q: Is there anything we missed?

A: I’m so in awe of and grateful for the faculty and the staff in the music department—every single one of them. I come from a field where it’s tough, the pressure is high, which can negatively affect the work environment and personal interactions, right? I know that a career in the arts is tough too. Maybe in a conservatory there’s a very different feel, but however the music department at UMBC manages to achieve it, I feel like they absolutely strike the right balance here.

And I know this sounds corny, but I feel so appreciative of the students here who I believe really accepted me as one of their own. I’m very grateful for that.

Overview

This one-day event is designed to convene leaders and innovators from across the state to address the most pressing challenges and opportunities in higher education information technology. As institutions continue to navigate the complexities of digital transformation, cybersecurity, online learning, and data management, this summit offers a place for collaboration, learning, and strategic planning.

The Higher Education IT Leadership Summit is more than just an event; it's a strategic gathering of minds dedicated to shaping the future of technology in academia. The summit looks to help support change, inspire innovation, and equip participants with the knowledge and connections needed to lead their institutions through the IT challenges and opportunities currently in front of them and ahead of them.

Objectives:

• Foster Collaboration: Create a forum for IT leaders to meet in-person locally and share insights, strategies, and best practices for overcoming common challenges and leveraging opportunities within the higher education sector.
• Highlight Innovation: Showcase best practices and experiences in using technology to address new approaches to teaching, learning, and administrative operations.
• Enhance Leadership Skills: Learn from colleagues and peers on how to develop leadership capabilities to advance careers and effectively guide IT departments and institutions.
• Address Key Challenges: Address topics such as AI, system modernizations, cybersecurity threats, privacy regulations, cloud and infrastructure scalability, and the integration of new technologies, budget challenges, and more.
• Explore Future Trends and Opportunities: Examine the future landscape of higher education technology, including the challenges ahead, what needs focus and attention, and the potential impact on the IT’s mission and workforce.

Who Should Attend:

• CIOs, IT directors, technology and system managers, and other IT leaders in higher education. Also, those who are spearheading digital transformation initiatives, managing IT infrastructure, or developing innovative learning technologies. Titles include CIOs and CTOs, Deputy CIO and CTOs, CISOs and deputy CISOs, IT directors, and managers, Future IT leaders, Functional IT leaders and managers.

Why Attend:

• Local and Sized Right: Free to attend if you work in higher education. The Summit is designed to be small and more collaborative with up to 50 invited attendees. The local venue eliminates long and costly travel outside the state.
• Expert Panels: Engage with thought leaders and experts in discussions on the latest trends, challenges, and opportunities in higher education IT.
• Networking Opportunities: Connect with peers from various institutions and industry, share experiences, and build partnerships that extend beyond the summit.

Stay connected with us during the summer months! Our office hours have been adjusted for the season.

• Monday to Thursday- 8:30 A.M. - 4:30 P.M. Walk-in or schedule an appointment
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Have a great Summer!!!!

Peter Wilschke’s weeks leading up to graduation have been filled with unexpected excitement. His article “Political Drivers of State Fiscal Cyclicality” has been accepted for publication in the State and Local Government Review, the official journal of the Section on Intergovernmental Administration and Management of the American Society for Public Administration. The journal shares the latest research on state and local governments and the intergovernmental dimensions of public-sector activity.

“I’m exploring whether and how political factors—political polarization, turnover, and electoral competition—work to explain why some U.S. states tend to spend more in good times and less in bad times, unlike the federal government,” says Wilschke, who presented the paper at UMBC’s 2024 Undergraduate Research and Creative Achievement Day. 

During a recent conference, editors of State and Local Government Review shared with Eric Stokan, associate professor of political science and Wilschke’s mentor, that the acceptance rate of articles is about 14 percent. “That’s for the entire field of scholars,” says Stokan. “Beyond being methodologically sophisticated, several at our Midwest Political Science Association conference also noted how truly important Peter’s work is for the field and practice.”

Pursuing a research idea

A couple of years ago Wilschke attended UMBC’s Center for Social Science Scholarship’s Mullen Lecture given by Carlos A. Vegh, the Fred H. Sanderson professor of international economics at Johns Hopkins University. Vegh discussed his research on how fiscal policy is conducted over the business cycle in both developing and developed countries. Wilschke wasn’t expecting the talk would set in motion a two-year research project. “It sparked an urge in me to find out more. I knew there was more to the story,” says Wilschke.

This was Wilschke’s first time leading a research project. “I didn’t quite know what I was getting myself into,” says Wilschke. He shared the idea with Carolyn Forestiere, professor of political science and his professor for research methods in political science, and she connected him with Stokan. 

Stokan says he enjoyed working with Wilschke weekly over two semesters to help him think through all aspects of the work. He taught Wilschke R, a programming language for statistical computing and data visualization. Stokan also suggested pieces of literature on the topic, which helped Wilschke think through the operationalization of his variables and analytic specifications, and framing policy. “Each session he would come back far ahead of where I thought he would be. I would consistently say, ‘Okay, your next step should be X,’ and he would have done X, Y, and Z,” says Stokan. “It was amazing. He learned R more quickly than anyone I have ever met.” Wilschke adds, “It was very helpful to have a mentor who had gone through this process multiple times before.”

After several drafts, Wilschke wanted to publish it in the Pi Sigma Alpha—the national political science honor society—undergraduate research journal. Stokan encouraged Wilschke to share the paper with Forestiere, the faculty advisor for Pi Sigma Alpha. “Eric and I encouraged Peter to submit it to a professional journal,” says Forestiere. “We figured that it would be a learning experience even if it was rejected.” They were all delighted when the journal asked Wilschke to revise and resubmit. “We were ecstatic when it was finally accepted for publication!”

Preparing for the unexpected

During the same time, Wilschke was interning at The Hilltop Institute at UMBC, a nonpartisan research organization at UMBC dedicated to improving the health and wellbeing of people and communities. He worked for Morgan Henderson, principal data scientist and affiliate professor of economics, and Morgane Mouslim, policy analyst, on a research project funded by the National Science Foundation on hospital pricing transparency. His two-year internship entailed helping to organize data collected from hundreds of hospitals and writing a news brief, “The Impact of Market Concentration on Hospital Pricing” and presenting it at URCAD 2024. 

“Peter is an excellent researcher who helped our hospital price transparency project significantly over the past two years,” says Henderson. “The quality of his work is top-notch—we predict that he’ll go far.”

Wilschke did not plan on contributing empirical research to the field of political science as an undergraduate student. Looking back he is grateful for the classes and opportunities UMBC afforded him that prepared him to follow a hunch. Wilschke said that he felt that some students don’t look forward to statistical analysis or research methods classes in economics or political science because they’ve heard the classes can be difficult and may appear irrelevant at the moment.

“Once you take these courses, your world is kind of open to how empirical research is actually conducted in those fields. Without these classes I would not have known where to start,” says Wilschke. He advises students to approach empirical work as a combination of two things. “You have to care about your research question to push through all the time and hard work needed,” says Wilschke, “and put to work all the research skills you’ve learned to answer a question that needs to be answered, that policymakers can use to improve people’s lives.” This summer, Wilschke will work as a research assistant at the Federal Reserve Board of Governors in Washington, D.C.

Meet Garvey Chu, a first generation transfer student who is about to complete his degree in mechanical engineering at UMBC at the Universities at Shady Grove. He’s also the recipient of a Mechanical Engineering Trailblazers scholarship. When he’s not in class, you might find Garvey enjoying some recreation time. We’re excited to see what he does next. Take it away, Garvey!

Q: Briefly introduce yourself. What’s one essential thing you’d want another Retriever to know about you?

A: My current area of study is mechanical engineering and I attend the Shady Grove campus. Outside of that, I enjoy going to the gym or just playing sports like golf and basketball. Currently I am in the final weeks of my undergraduate degree.

Q: Tell us about the support you’ve gotten as a student, or someone in the community who has inspired you or supported you, and how they did it.

A: The advisors at Shady Grove have been great. And, I feel that the professors at Shady Grove have played a significant role in introducing me to new fields and aspects of engineering. Specifically, Prof. [Adam] Bridendolph and Dr. [Joseph] Washington have shared their personal experiences in areas that I was previously unaware of. Professor Bridendolph has expertise in the automation side of engineering, while Dr. Washington specializes in biomechanics. Both of them have really opened my eyes to new possible areas in my future career.

Q: What brought you to UMBC in the first place?

A: I came to UMBC because they offered mechanical engineering and also because the convenience of the Shady Grove campus, which was really close to my home. I also heard that the professors in the STEM programs were very good.

Q: Tell us about what excites you about your academic program, what you hope to do after graduation.

A: I’m excited about having the ability to design machines or products. And, I really enjoyed the senior capstone project, where the team was tasked with developing an automated sortation machine. Not only myself, but the team members had limited exposure to many of the components the system consisted of such as pneumatics, PLC programming, and wiring. It was a totally new experience for us. Because of our selected project, we even had the opportunity to visit a technical college that had a department specializing in automation in West Virginia. I really enjoyed that visit. After graduation, I’m hoping to work in a field related to the automotive industry, satellites, or defense. 

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UMBC’s greatest strength is its people. When people meet Retrievers and hear about the passion they bring, the relationships they create, the ways they support each other, and the commitment they have to inclusive excellence, they truly get a sense of our community. That’s what “Meet a Retriever” is all about.

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