Spoiler alert!

The first Spider-Man movie with Tom Holland as Peter Parker, “Homecoming,” was released almost a decade ago in 2017. Mercedes Burns, associate professor of biological sciences and Spider-Man fan, has been studying arachnids for double that. This summer’s blockbuster, “Spider-Man: Brand New Day,” shows Peter Parker slowly becoming an actual spider as the result of hormonal imbalances triggered by extreme stress, trauma, and long-term social isolation. He produces organic webbing, his eyes turn pitch-black, his “Spidey senses” are enhanced, and biological web slingers develop in his wrists for close-quarters combat. Burns, who wore her spider taxonomy t-shirt to the movie, will tell us if these upgrades have any scientific merit.

Q: What was your first reaction to the movie, particularly from a scientific perspective?

A: I enjoyed the movie, though I preferred 2021’s “Spider-Man: No Way Home.” I thought the new movie was a little uneven scientifically. Some things were extremely technical and accurate, while other things were vague. I did some research on the vague hormone discussion, to try to understand why that aspect was much less specific than some of the other science in the movie. 

There was a piece in the trailer where Bruce Banner, the Hulk—portrayed as a physics professor at the fictional Empire State University—explains the life cycle of the spider that did not make it into the movie. So there was no clear reason for why the changes were happening. It made it seem as though Spider-Man was becoming more spidery simply because he was getting really upset or sad.

Q: Was there anything scientifically inaccurate about Bruce Banner’s explanation of Spider-Man’s DNA changes?

A: There was an extremely complicated discussion of how short non-coding RNAs were being used to limit the Hulk’s and Spider-Man’s powers by binding proteins involved in their abilities. This therapy is based on RNA interference, which was discovered in the late 1990s. It is only very recently that any short-interfering RNA (siRNA) drugs have been FDA-approved, though, such as for certain forms of hemophilia—so this is very recent technology. Overall, I was impressed by how much detail they put into how the DNA limiter worked.

There was one important mistake, though. Professor Banner talked about needing to destroy mRNA before it is transcribed, when the correct terminology is translation. DNA is transcribed into mRNA, and mRNA is then translated into proteins. If they were talking about destroying mRNA before it is used to make a protein, they should have said translated, not transcribed. 

Q: What about the explanation about the surge in arachnid hormones?

A: The hormone description was extremely vague compared to the RNA discussion. One arachnid hormone that we know something about is a steroid called ecdysone, which triggers molting and increased body size. Ecdysone opposes the action of juvenile hormone, which has been studied extensively in insects, because it can be used in biological control to prevent insects from maturing. 

We know what spiders look like when they are under stress and that some species are very resilient to stress. But we do not know as much about how spiders physiologically deal with stress or whether stress might impact hormone levels, which may be why that aspect of the movie was so vague.

Q: Are these hormones what makes Parker’s new webs stronger?

A: Probably not. Spider-Man producing silk from his wrists is weird from a biological perspective. It would make more sense if the silk came from his feet, because spinnerets in spiders develop somewhat like a leg, but humans really do not have an equivalent to the spinnerets.

I know a lot about silks, because one of my research projects is focused on sticky proteins that arthropods, including spiders, produce to capture prey. The proteins that spiders make to produce their webs are a unique class of proteins called spidroins. 

Spidroins are made up of proteins that form chains. Spiders make these building blocks, which have to align with each other as they are extruded through the spinnerets. The spinnerets contain many little glands where spiders can press out the particular protein that the silk glands produce.

Hypothetically, if you were trying to control the translation of silk proteins in a spider, one way you could do that would be with siRNAs, which could bind to the mRNA and keep the protein from being made—although this would be extremely difficult to do in practice.

Q: Why would it be so difficult to replicate Spider-Man’s web?

A: The silk Spider-Man produces from his wrists is a really sticky, stretchy mass that is also strong. He uses it to stick to surfaces, swing, wrap enemies so that they are restrained without being harmed, and perform other functions. It would be difficult to replicate this material because of how many functions it has. 

In reality, spiders make many kinds of silk: some make more than 10 types. Each type has a particular job, such as for wrapping eggs or producing a covering around the eggs. The silks that are probably most important to Spider-Man are flagelliform silk and aggregate spidroin. Flagelliform silk is really stretchy. In a spider web, it forms the capture spiral, the circular part of an orb-weaver’s web. Aggregate spidroin is the sticky part of the capture spiral. 

Q: What was scientifically accurate about the explanation Ned Leeds, Spider-Man’s best friend, gave of the mechanical web shooters?

A: Ned asks Spider-Man what material is in Spider-Man’s web shooters. Ned suggests that if it is a synthetic biomaterial, it is probably a liquid polymer inside the web shooters that becomes a fiber. He also suggests that the shearing forces from pressing the material out of the web shooter cause the liquid to become a polymer.

That was spot on.

Inside the glands, the building blocks for spider silk exist as a liquid called dope. The glands’ pH becomes more acidic, which triggers the protein building blocks to start lining up. The dope is also physically pressed through spigots within the spinnerets, and the mechanical force gets the protein into the appropriate conformation. What comes out is a fiber made of blocks of protein.

The web shooters work in a way that could provide the necessary mechanical force to allow a liquid to become a fiber. Ned’s reasoning about a liquid becoming a polymer and then becoming a fiber was remarkably similar to how these biomaterials are described in the scientific literature.

The mystery is the actual material. They know it would be some sort of molecule that polymerizes—that has units that join together as they leave the device. The specific molecule used by Spider-Man remains fictional and proprietary to the story.

Q: How do Spider-Man’s web shooters relate to the way he uses his powers?

A: I am impressed with how Spider-Man learns his own body and his unique way of using his powers in this iteration. His web shooters allow him to work with the police to apprehend criminals without killing them. He can hold people up, restrain them, and throw things in their path. The ingenuity of his use of silk is really cool, because he is using it for good. Spiders are also an example of animals creating structures for good. They live in our houses and feed on pests that we do not like, so they are providing a service for us. In Spider-Man’s case, a human is using similar abilities to protect others.

Q: Is there anything real about the scene where Spider-Man wakes up in a spider cocoon, particularly his black eyes?

A: Yes, there are spiders that produce silk cocoons, such as jumping spiders. When they are getting ready to molt and grow larger, they will often create a little sling or hammock for themselves and surround themselves with silk for protection.

The black eyes, however, are probably a visual effect intended to make Spider-Man look more spider-like. Most spiders probably have poor vision. Their eyes do not have a pupil that focuses in the same way human eyes do. 

Q: The trailer hints that Spider-Man is going through the life cycle of a spider. Does this mean Spider-Man will die?

A: I hope not, because for Peter Parker it would be a very short life. There is a lot of variation among spiders. The order of arachnids that includes spiders is vast, with roughly 70,000 species. Some are very long-lived, especially compared to other arthropods like insects and crustaceans. For species that live a long time, such as tarantulas and trapdoor spiders, females typically live longer than males, sometimes up to 30 years. 

Peter Parker is male, however, and many male spiders have incredibly short lives. In many species, males do not survive a mating encounter. A female may eat a male if she is not reproductively mature or if she is hungry. To the degree that a spider’s life cycle involves periods of seclusion, molting, and getting larger, though, there is some similarity.

Q: Is Spider-Man a jumping spider?

A: Spider-Man seems like a combination of different spiders. The art and emblems on his suit would suggest an orb weaver. Spider-Man does have characteristics that are similar to those of a jumping spider, such as cocooning in response to stress. However, jumping spiders always produce a dragline when they are moving through the environment so they can survive a sudden fall, and Spider-Man fires webs to keep himself from falling. So, Spider-Man’s overall appearance may be more like a garden spider, but some of his capabilities better match a jumping spider.

Q: Why did you like “Spider-Man: No Way Home” better?

A: There was more interaction between Peter and his friends. I really enjoy Zendaya’s version of MJ, Spider-Man’s girlfriend. I also really like Ned as a supporting character. They are extremely intelligent in their own right and are curious about things. I like the depiction of three scientifically curious young people working together. 

Some of the other Marvel superheroes have AI, magic, or something else that provides them with insight. Spider-Man has his friends. I like this version of Spider-Man because he gets advice from other superheroes here and there, but he is also figuring things out himself and getting some help from his friends. I think it is cool to have your high school friends as your superhero support group.

Learn more about arachnid research in the Burns Arthropod Evolution Lab.

Repost from UMBC AI

In this Analytics Community of Practice session, UMBC's Campus Portal Architect, Collier Jones, describes the methodology and technical process for crunching the numbers behind the 2025–2026 myUMBC report. He'll cover how AI assisted in parsing search query behavior, evaluating search response times, and processing topic categorization. This is a hybrid event with lunch provided for registered in-person participants. A virtual link will be sent to all registered participants the morning of the event. Get more information and register here.

Dear Adjunct Faculty Colleagues,

The Office for Academic & Pre-Professional Advising has openings available for Winter Orientation Advisors! Advisors meet with incoming undergraduate students VIRTUALLY during the month of January in one-on-one sessions to plan out and register for classes. No previous experience is required, and we will provide all training necessary!

Besides compensation, this is a rare chance for adjunct faculty to gain advising experience, highly sought-after in faculty openings, as well as to interact with students outside of the classroom. As an adjunct faculty member myself, I can absolutely say that my teaching effectiveness has been augmented by my advising experience.

Advisors are eligible to be compensated at the rate of $100 per afternoon session and $50 per evening or morning session, with the opportunity to work several sessions during the month. 

Participants are also eligible to earn the Orientation Advisor microcredential! More information on microcredentials and Digital Badging can be found here: https://badges.umbc.edu/

We are offering informational sessions for anyone interested or who even just MIGHT be interested in finding out about this exciting opportunity to expand their skillsets, make meaningful connections, serve their departments, and get paid! No RSVP necessary.

• Tuesday, September 1 at 5:30pm (https://umbc.webex.com/meet/korossy1)
• Monday, September 7 at 12:00pm (https://umbc.webex.com/meet/korossy1)

For additional details, see the application HERE, which is due by September 15.

Best regards, 

Laszlo Korsey (with enthusiastic support of Rob Bennett, who totally agrees) 

We are seeking volunteer support for our  2026 Annual UMBC McNair and Undergraduate Research Conference!! 

This is a national conference for undergraduate researchers to present their work, and our highlight is the variety of opportunities for students to connect with each other and our volunteer community. 

Our conference will take place at the Lord Baltimore Hotel (20 West Baltimore St, Baltimore MD, 21201)  beginning on 9/18 (Thursday) and ending on 9/20 (Saturday). We would love to have current graduate students as part of our volunteers, either as Poster Evaluators, Oral Presentation Moderators, and Networking Facilitators!

If you are willing to volunteer, please complete the 2026 Conference Volunteer Form. We are asking volunteers to give at least 3 hours of their time. If you are willing to do more, please let us know on the form.

FOR VOLUNTEERS: In addition to our Volunteer Guide, which will be released digitally (Google Drive) to our confirmed volunteers prior to the start of the conference, we will also be hosting a 1-hour "Conference Volunteer Training Session" on September 9th (Wed) from 12-1pm EST via Zoom!

Hello UMBC Undergraduates!

NOTE: If you already participated in one of the previous 4 week programs, you ARE eligible to join this (new, expanded) 10 week program!

The Department of Sociology, Anthropology, & Public Health (SAPH) has an ongoing program that may be of interest to you. The program is entitled "Youth Well-Being" and is funded by the prestigious Stevens Initiative, which is an international collaboration funded by the US Department of State, the Bezos Family Foundation, and the governments of Morocco and the UAE. The effort is named after the U.S. Ambassador J. Christopher Stevens who "devoted his life to building connections through open and respectful dialogue and person-to-person diplomacy... He served the majority of his Foreign Service career in the Middle East and North Africa, a region he grew to love, and eventually served as U.S. Ambassador to Libya." In other words, the goal of the Stevens Initiative is to build friendship, learning, and exchange between countries. The program is completely FREE and includes a mixture of asynchronous and synchronous (Wednesdays from 10:05–11:35am USA EDT on Sept. 2, Sept. 9, Sept. 16, Sept. 30, Oct. 14, and Oct. 28). See details, timeline, and sign up link below!

Youth Well-Being: Stevens Initiative Virtual Exchange Program 
Join undergraduate students from Khalifa University, UMBC, and Miami University (of Ohio) for an engaging 10-week virtual exchange (mixture of asynchronous and synchronous content, see schedule below) exploring youth well-being from a global perspective. Running September 2 – October 28, 2026, the program dives into American and UAE lifestyles, the dimensions of well-being, and the role of families, communities, and economies in shaping healthier futures. Through interactive modules, live discussions, and collaborative projects, students will connect across cultures, sharpen their critical thinking, and gain practical insights into improving well-being worldwide. Participants who complete the program will earn a certificate of completion and join the Stevens Initiative Alumni Network, expanding their global academic and professional connections. Apply by August 27, 2026 to be part of this unique international learning experience! 

ENROLL HERE BY AUGUST 27TH: https://forms.gle/VQYtyxv9pyjbdUm77

QUESTIONS? Contact Dr. Yamashita: yamataka@umbc.edu

The UMBC Ancient Studies Department will conduct its annual study tour in Rome and southern Italy March 12-21, 2027. For current UMBC students, the cost of $4,250 covers all air and land transportation; twin-share accommodations for eight nights in three- or four-star hotels; eight buffet breakfasts, two dinners, and two lunches; travel insurance; entrance to all archaeological sites and museums on the itinerary; all gratuities. Single rooms are available at an additional cost of $565. The price for non-students is $4,475; the cost of a single room is $599. Ancient Studies majors and minors, UMBC students, faculty, staff, alumni, and their friends and family are all invited to join us. 

Current students should download and fill out this registration form for the trip; non-students should use this form. Please email all completed forms to Ms. Lydia DeRidder by Oct.16, 2026. A deposit of $750 is due at this time. All Ancient Studies majors and minors are eligible for trip subsidies; please download and fill out this application and return it to Dr. David Rosenbloom by Oct. 15, 2026.

The tour begins with four days and nights in Rome and visits to the Colosseum, the Roman Forum, Hadrian’s Villa, the Pantheon, and several other important sites and museums. We then travel by coach to Castellammare di Stabia on the famed Amalfi Coast, stopping on the way at Tiberius’ Odyssey-themed coastal villa at Sperlonga and at Paestum to view the remarkably intact temples of Hera, Athena, and (possibly) Poseidon. From Castellammare di Stabia, we visit two settlements buried and preserved by the ash of Mt. Vesuvius, the city of Pompeii and coastal resort at Herculaneum. On our return to Rome, we tour the extraordinary National Archaeological Museum of Naples and the Greek settlement and home of the Sibyl, Cumae. A UMBC coach will take the group to Dulles International Airport at the start of the trip and back to UMBC upon return. A full itinerary of the tour is available on the department website.

Reposted from CWIT Affiliates. This project was funded in part by the BreakingGround grant program. For more information and to apply, visit the BreakingGround website.

Want to make a real impact on campus culture, gain valuable leadership skills, and earn Retriever Dollars?

The College of Engineering and Information Technology (COEIT) is recruiting Peer Dialogue Leads for our Fall 2026 Student Climate focus groups!

In this role, you’ll partner with a staff/faculty member during 1 to 3 focus groups this semester to help break the ice, encourage open dialogue, and ensure your fellow engineering and computing peers feel safe and heard. At the end of the semester, you’ll also help review the findings to directly influence recommendations made to COEIT leadership.

What’s in it for you?

• Earn While You Lead: $25 in Retriever Dollars added to your campus card per focus group session you support and reflect upon.

• Low Pressure, High Impact Time Commitment: You’ll participate in 1 lunch training + 1 to 3 focus groups over the semester + 1 end-of-semester data review for a total of approximately 5-8 hours over the semester).

• Build Resume Skills: Gain hands-on experience in inclusive leadership, active listening, and problem-solving—skills top engineering and tech employers look for.

Full position details are attached or available via this link.

How to Apply:

Fill out this quick, 5-minute application form: https://forms.gle/SHiv5PaFMGj5BhdS6 

(Note: You must be signed into your UMBC account).

Deadline: Applications are reviewed on a rolling basis. Apply by Monday, August 31st for best consideration!

Questions? Reach out to Jess Myers at jessm@umbc.edu.

Repost from the Center for Social Justice Dialouge; original post here.

This fall, the Center for Social Justice Dialogue is hosting Interact, a series designed to help participants hone the skills to successfully engage in dialogue across difference. If you are a first year undergraduate student interested in upscaling your dialogue, register now!

WHAT IS INTERACT?

Interact is a four-week program for undergraduate students focused on creating an introduction to the dialogue skills required to engage in difficult conversations, dialogue across difference, and intercultural dialogue.

The goal of Interact at UMBC is to develop foundational skills connected to competencies for dialogic community building including critical self-reflection, generous listening, cultural storytelling, and loving accountability. As a result of participation in Interact, participants will have the skills to engage in dialogue within any type of situation and any topic of conversation.

Participants meet weekly in small groups for 90-minute sessions that are co-facilitated by 2-3 facilitators. Each small group consists of 10-15 participants. During these sessions, participants learn and practice the necessary skills to become inclusive leaders and engaged community members.

Participants who attend at least three of the four sessions will be entered into a raffle to win prizes. 

To register, click this link!

This series is open for full participation by all individuals regardless of race, color, religion, sex, national origin, or any other protected category under applicable federal law, state law, and the University's nondiscrimination policy.

CARAT (Creative Achievement and Research Administration Team) assists CAHSS faculty with research development and pre- and post-award services. CARAT offers a range of support to faculty seeking extramural funding, including drop-in sessions, individual consultations, workshops, and co-sponsored sessions. Check out their website and myUMBC group for upcoming activities.

To request a consultation, use this form. To begin a proposal with an identified funder, use this form. You must be logged-in to myUMBC to complete these CARAT forms.

Note that the lead time for fellowship proposal development is 2-3 business weeks, and at minimum 4 business weeks for grant proposal development. CARAT reserves the right to decline proposal requests that do not include adequate lead time.

UMBC and CAHSS Resources for Research & Creative Achievement

• The CAHSS Office of the Dean has several internal funding programs, including the CAHSS Dean’s Research Fund and CAHSS Research Fellows Program, and maintains a list of annual opportunities and awards.

• The Dresher Center for the Humanities provides internal funding opportunities, including research development and completion funds and residential and summer fellowships for projects in the humanities. The monthly Dresher Center Digest spotlights these opportunities.

• The Center for Social Science Scholarship (CS3) provides information on research funding, including internal and external grants and other opportunities for social science research. The monthly CS3 newsletter features these opportunities.

• The Center for Innovation, Research, and Creativity in the Arts (CIRCA) website provides research resources on internal research support, including fellowships, programming and pedagogy grants, and contingency funds, and a list of external funding opportunities in the arts. The weekly CIRCA Digest is also a resource for funding information in the arts.

• The Public Health Research Center (PHRC) offers internal grants as well as proposal development services.

• The Division of Research and Creative Achievement has funding opportunities for UMBC faculty, including limited-submission and internal funding opportunities, such as START, SURFF, and SURE. Visit the Faculty Resources page for general and current information.

Faculty seeking to develop extramural grants and fellowships should submit a CARAT Consultation Request form for research development support, or a CARAT Proposal Development Request form for help in preparing and routing an application for a known opportunity.

Contact CARAT Director Dr. Marc Ruppel with questions about CARAT’s pre-award services. Consult with your department chair or program director before beginning any funding application!

External grant and fellowship applications must be routed for university approval in either UMBC's Kuali system or through the CAHSS internal routing form before submission. Plan additional time for routing.

• PI Eligibility: UMBC uses Kuali, a cloud-based research administration tool, for proposals and awards. UMBC faculty, who are identified as a Principal Investigator (PI), Co-Investigator, or Key Person on proposals and awards, must obtain and then maintain PI eligibility in order to develop external funding proposals and receive awards at UMBC. This includes all faculty on the tenure track. Teaching Professors may also become PI Eligible through an exception process. Becoming PI Eligible involves completing the following trainings in CITI: Principal Investigator Research Administration Training and Education (PIRATE), and the Research Security Combined Module, as well submitting a PI Eligibility request form via DocuSign (after trainings are completed). PI applicants must also obtain PeopleSoft Finance and PAW Access. NOTE: Both CITI trainings are required to apply for any external funding, including from non-federal sponsors. NOTE: Faculty will need to re-take and renew their PIRATE certification three years from the date of completion.

  • Reach out to CARAT for assistance on PI Eligibility.

  • Reference for checking your training record.

• External Fellowships: Refer to the UMBC Faculty Handbook for information on fellowship leaves, as well as the CAHSS Salary Supplement Guidelines for Externally Funded Fellowship Leave. Fellowship applications must be routed in advance of submission.

Date: Friday Sept. 11

Time: 11:30-1:30 pm

Where: Commons Terrace (All)

What: West african griot and dance performances

Performers bios:

Amadou Kouyate

         150th generation of hereditary griots . He has studied in Mali, Senegal, Guinea and Cote d’Ivoire with master musicians of the Djali tradition. His repertoire ranges from traditional 13th century songs to contemporary original compositions incorporating blues and jazz using a 21-string kora as well as djembe and koutiro drums. Amadou has received the Maryland State Arts Council Governor’s Citation among other regional honors. Amadou has been an adjunct lecturer in African Music and Enthnomusicology at the University of Maryland and Artist-In -Residence at both the Strathmore Music Center and Montgomery College as well as a teaching artist at Wolftrap Organization for the Performing Arts.  He has lectured and performed throughout the U.S. and internationally with various ensembles including performances at the Kennedy Center, Carnegie Hall, the Smithsonian, and in England and Brazil. 

Mama Cheryl Hinton

  Mama Cheryl is an artist, griot, African dancer, and Fabric sculptress She is a member of the National Association of Black Storytellers, National Blacks in Wax and Tribe 55+. Mama Cheryl has facilitated workshops, college courses and African dance for both children and adults. She has decades of experience in storytelling, African dance and constructing costumes and props for dance and theater. She is a proud graduate of two HBCUs, Delaware State and Coppin State University and is a retired higher education diversity director.

Keur Khaleyi

         Keur Khaleyi ("house of children" in Wolof) African Dance Company, founded in 2009, provides African dance training to all ages and skill levels, serving over 80 youth weekly. Founder and artistic director Jihan Von Hendricks began studying ballet, jazz and tap at 4 years old. With her siblings Jihan studied with Sankofa Dance Theater then went on to study with numerous master dancers, including over 10 years with Babacar N’Diaye, a former lead dancer of the National Ballet of Senegal.  Ms. Von Hendricks has taught at Morgan State University, Goucher College, Baltimore City and County public schools, Maryland Academy of Dance and numerous other organizations. In 2025, Ms. Von Hendricks was honored with the Champion of Courage award.