Port Discovery Children's Museum provides experiences that ignite imagination, inspire learning, and nurture growth through play. We are currently looking for a friendly and outgoing Sales Administrative Assistant, with strong attention to detail and communication skills, to actively assist in the sale of the museum to groups, both school and non-school organizations. As part of the Sales team, the Assistant is responsible for providing exemplary, accurate and efficient service for all museum groups through the reservation and visit process.

by: Arya Honraopatil

Meet Samiha Sharlin. 

Samiha Sharlin is a chemical and biochemical engineering doctoral student in the department of Chemical, Biochemical and Environmental Engineering. Samiha received her B.S. in Chemical Engineering from Bangladesh University of Engineering and Technology (BUET) in 2017. She is now pursuing her Ph.D. in the ATOMS Lab under the supervision of Prof. Tyler Josephson, where her research focuses on enhancing simulation methods for adsorption in porous materials using machine learning. In her free time, she enjoys exploring nature and tuning in to spiritual podcasts.

Tell us about your path to UMBC.

After completing my engineering degree, I entered the workforce and found myself in a job not aligned with my academic background. Despite being promised a research-oriented position, I ended up in Supply Chain Management, which left me feeling unfulfilled and disconnected from my passion for research and engineering. Additionally, the majority of the industry jobs I desired were located in unsafe areas on the outskirts of the country, creating further challenges and concerns. These experiences sparked a profound realization that I wanted to be in academics and continue my studies.

In my search for the right institution, I sought recommendations from trusted sources, and one of my friends from undergrad school spoke highly about her experiences at UMBC. As I researched colleges in the USA, UMBC consistently stood out to me as an inclusive and supportive community. UMBC has not only provided me with a platform to explore and grow academically but has also offered a supportive and inspiring community that has truly enriched my journey.

left to right: Dr. Josephson, Parivash Feyzishendi & Samiha Sharlin outside of UMBC's University Center in Spring/Summer 2023. Photo Credit: Sharlin Sharlin

What do you love about CBEE? 

"Prioritize people over projects” - I have always believed in this! And especially in graduate school, the journey can be long, and being in a supportive environment is crucial. At CBEE, I've found the best of both worlds – a community that values individuals and fosters meaningful projects. The warmth and close-knit community in this department is truly special. You instantly feel connected with the professors, and they genuinely listen and value your input.

Let me share a heartwarming incident that illustrates this point - When I first arrived, I had come in quite late - just one day before classes began. Unfortunately, I missed orientation and also hadn't registered for classes. I wasn’t sure if I could attend classes without registration which resulted in me missing my first class. However, when Dr. Raikar saw me wandering in the department hallway, she already knew my name and warmly approached me. To my surprise and delight, she graciously shared the notes for the class I had missed without hesitation. It made me feel incredibly welcomed and supported right from the start. This kind of caring and personal attention has been a consistent experience throughout my time at CBEE, and it has deepened my appreciation for this wonderful community.

What do you love about your academic program?

One of the things that sets CBEE apart is its unique combination of biochemical, chemical, and environmental disciplines within the same department, which is a rarity among engineering programs. This was especially beneficial for me because I was uncertain about which track to pursue for graduate school. CBEE offered the opportunity to do rotations, allowing me to explore different options before committing to a specific research direction. As an international student, it was challenging to visit labs beforehand, and CBEE's approach gave me the freedom to make an informed decision.

Another invaluable aspect of CBEE is its mentor-mentee program, through which I had the privilege of connecting with Maisha, a UMBC alumnus now who was also an international student from Bangladesh. Maisha’s support and guidance were exceptional – she assisted me not only in academic matters but also in various smaller details I was unfamiliar with, including documentation and personal chores. Her willingness to help and incredible support made my transition to UMBC and the graduate program much smoother. The sense of camaraderie and support within CBEE truly made all the difference in my graduate school experience.

Additionally, CBEE also places emphasis on networking to cultivate strong professional connections and provides us with opportunities to meet alumni and industry professionals through career development events throughout the academic year. My advisor has also consistently encouraged me to attend conferences, allowing me to network with leaders in my field of research while also presenting my work. Last year, I had the opportunity to present at an AIChE conference in Phoenix, and this summer, I participated in a week-long program at the Micron School of Materials Science and Engineering at Boise State University to learn the applications of quantum chemistry. Through this, I have had the privilege of getting to know many talented individuals in my discipline who are working on exciting research projects. I always come away from these experiences with meaningful connections and inspiring ideas that drive me to work harder and approach my projects in creative ways.

Samiha Sharlin standing beside her poster at the 2022 AICHE Annual Meeting in Phoenix, Arizona. The poster is titled MONTE CARLO SIMULATIONS PREDICTING ADSORPTION OF 1,4-DIOXANE IN ALL-SILICA ZEOLITES. Photo Credit: Samiha Sharlin

Tell us about someone in the department who has inspired you or supported you & how did they do it?

Andrea [Miller, Graduate Program Coordinator] has been an incredible support throughout my time at CBEE. With her, I never hesitate to seek advice or ask questions because she creates a comfortable and open atmosphere. Despite usually struggling to ask for help, I've never felt that hesitation in her presence.

Dr. Leach, as the Graduate Program Director, was also a significant source of support for me during the lab rotations. And, of course, I can't speak highly enough about my advisor, Dr. Josephson. He has consistently gone above and beyond to understand and assist me, particularly considering the challenges of being a first-gen international student. In fact, the entire department has been incredibly supportive, and I've always felt their genuine dedication to helping students succeed.

What’s the one thing you’d want someone who hasn’t joined the UMBC community to know about the support you find here?

As I've emphasized earlier, the people you surround yourself with are of utmost importance. At CBEE, you'll discover an environment that is truly conducive to learning and growth - supporting you academically, professionally, and personally. UMBC also offers a wide range of student organizations that cater to diverse student interests. UMBC MSA (Muslim Student Association) has given me a sense of belonging and comfort that I did not expect to find in college. I am grateful for the wonderful people I have met through them and the positive and uplifting atmosphere they foster.

What would you tell others who are in your shoes at UMBC?

After coming here, I felt like I was in a race at first, and I couldn't help but feel that I was falling behind in every aspect of life. However, as I looked around and saw the diverse backgrounds and unique stories of everyone, I had a deep realization and learned to make peace with my timeline and embrace the individuality of my path. Now, this experience has transformed into a truly rewarding journey.

Embarking on this adventure of pursuing my dreams in a foreign land, far away from my family and friends, was a daunting decision. Yet, with time, I discovered my way and something truly special: a new family of friends who have made this journey far more meaningful and fulfilling!

The 2023 participants for the I-COMSE workshop on Fundamentals and Applications of Density Functional Theory at the Micron School of Materials Science and Engineering at Boise State University. Photo provided by Samiha Sharlin. 

In 2018, faculty at UMBC and four of its top-sending community colleges embarked on a project with an ambitious mission: improve students’ quantitative skills in biological contexts, and eliminate the achievement gap between transfer and direct-entry students in courses requiring these skills. The urgent need for students in the life sciences to be proficient in a range of mathematical concepts has been made clear again and again by various national reports. The project, dubbed the NEXUS Institute for Quantitative Biology (NIQB), arose to address that need.

“The world is quantitative,” says William R. LaCourse, dean of the College of Natural and Mathematical Sciences at UMBC. “To do science, and even to make informed decisions in your everyday life, you need to be able to interpret graphs, understand statistics, and more. Having the knowledge to make decisions on your own, and interpret information, empowers you to be successful.”

The NIQB is an arm of the $1.4 million Improving Undergraduate Science Education (IUSE) grant funded by the National Science Foundation that involves UMBC, Howard Community College, Montgomery College, Anne Arundel Community College, and Community College of Baltimore County. At UMBC, the project is led by LaCourse and Jeff Leips, professor of biological sciences. The grant formally concludes in September, and feedback at the group’s fifth annual symposium held in June made clear that it has been a resounding success. Many of its outcomes will continue to benefit students and the partner institutions moving forward.

Promising results

Over the five years of the NIQB project, faculty teams comprised of math and biology instructors and administrators from multiple institutions developed 21 new curricular modules that teach quantitative skills through exploring biological concepts. For example, students studied exponential change through a “Rat Attack” module about population growth. Other modules covered cell division, natural selection, concentration and saturation, and the immune response.  

An analysis by Tory Williams, assistant director for pedagogical research in UMBC’s Faculty Development Center, found that after participating in the modules, students showed statistically significant improvement on the desired skills, such as working with algorithms and using quantitative language.

“Our students have really gained a lot in their quantitative skills. It not only helped them better understand the math side of things, but it helped them better understand the biology,” shares Hannah Pie, a biology instructor at Howard Community College.

Growing skills, changing minds

Students at all of the institutions performed at the same level on nine of the modules. On four other modules, performance across institutions only differed on a few items. These are promising signs that the performance gap between transfer and direct entry students is likely to shrink as these students transfer to four-year institutions. The remaining modules were implemented later in the project and require additional analysis from spring 2023 to get meaningful results.

In spring 2021, some faculty began teaching the modules in their courses. Each semester, new modules became available, and more faculty adopted the new and existing modules in their curricula. By spring 2023, the modules were being taught at five different institutions. 

A large majority of faculty said that given the choice, they would use the modules again, according to Williams’ analysis. The students also reported changes in their attitudes toward using math in biology after taking courses using the modules. Their ratings of how intriguing, fun, and appealing they found using math for biology increased, and worry and intimidation decreased.

“Math and biology fit really well together—who would have known?” joked Sybille Clayton, a math instructor at Anne Arundel Community College. “The STEM field has so much to offer, and our math students are still starving for applications at their level. I have always been a proponent of that, and now we have wonderful biology examples.”

Rewarding relationships

In addition to introducing the modules, some institutions made larger curriculum modifications as a result of the NIQB faculty teams’ work, such as shifting content between courses or altering course sequencing or prerequisite requirements. All the changes were in service of optimizing student learning and preparing community college students to succeed at UMBC or another four-year institution.

A committee with similar goals was formed in years prior to the NIQB project, “but it was really a one way street,” reflects Stephen Miller, associate professor of biological sciences at UMBC. Rather than community colleges solely adapting to UMBC’s curriculum, “It was much better to make it a two-way conversation with NIQB,” he says.

The faculty teams discussed everything from different class period lengths to different methods of assessment across institutions in their regular meetings. Addressing challenges together helped the team members build rewarding relationships that they plan to continue to nurture.

“I would like to continue to have these rich collaborations, and meet with other faculty teaching the same courses that I am,” Pie says. “It’s really rewarding to bounce ideas off other people and make your course the best that it can be.”

“It was interesting to see what other topics would come up in our team meetings not related directly to this project,” adds Rebecca Thomas, professor of biology at Montgomery College. “It’s opening up those bigger conversations about how we teach and what are our practices,” which benefits students and faculty alike.

Engaging students in the work

Laura Ott, former IUSE director at UMBC and now teaching assistant professor in biology at the University of North Carolina at Chapel Hill, gave the keynote address at the annual symposium in June. She has taken module development a step farther: She included curriculum design in one of her undergraduate courses.

Students create modules in Ott’s course and later analyze their success when other courses use them. The process creates independent research opportunities beyond typical lab research. Participating in what Ott calls disciplinary-based education research led to “huge gains in research self-efficacy, even more so than in traditional research experiences,” Ott says.

Faculty at the symposium were intrigued, and some started brainstorming ways to implement similar ideas at their institutions, such as in honors projects.

Spreading the word

Moving forward, the partner institutions are determined to find ways to keep the connections they’ve built alive and to continue to innovate their teaching to support student success. The faculty will also focus on sharing their results and the modules more broadly through publications, presentations, and word of mouth. 

To start, Leips plans to share the modules with Carroll Community College, where he serves as a STEM advisor. Already, the modules are spreading to instructors at the partner institutions who are not directly involved in NIQB. In addition, the NIQB is disseminating their modules worldwide through the Quantitative Undergraduate Biology Education and Synthesis (QUBES) website.

“The faculty involved in this project have really taken this work back and disseminated it at our institution. The modules have become a part of the culture of our teaching,” Thomas says. Given the success of the modules in supporting student learning, “That’s a huge benefit for the faculty and for the students.”