For over 20 years, the Chemistry Biology Interface (CBI) program at UMBC has been shaping Ph.D. students into leaders who bridge chemistry and biology. Programs like CBI are critical to help meet the rising demand for researchers with wide-ranging skill sets who can communicate clearly with those outside their specialty. In the joint UMBC-University of Maryland, Baltimore (UMB) CBI program, participants complete their degrees faster than students in similar labs outside the program, and 97 percent graduate—well above the national average of 63 percent for graduate study in the life sciences.

“Everything now is interdisciplinary research,” says Aaron Smith, associate professor of chemistry and biochemistry at UMBC and CBI director. 

CBI supports Ph.D. students at UMBC in chemistry, biochemistry, and biological sciences, and pharmacy students at UMB. Now it has secured five more years of funding to continue building community, creating networking opportunities, and training students in interdisciplinary research and science communication.

Communication for career success

CBI alumni credit the program with positioning them to thrive in a range of careers, from the classroom to corporate laboratories.

“I became more confident with public speaking and attribute the success of my job interview talks to the training I received in CBI,” shares Kathryn Wardrup, Ph.D. ’24, biological sciences. Today, she is a postdoctoral fellow at the Fred Hutchinson Cancer Center, an independent research institute in Seattle.

“Hearing about other research on campus and learning what techniques are being used was a valuable experience,” Wardrup adds. “I felt confident in my ability to be able to have discussions outside of my scientific expertise.”

Scott Riley, Ph.D. ’20, chemistry, also benefited. “I’ve carried many of the lessons I learned into presentations, whether classroom lectures or at meetings and conferences,” he says. “I know many of my interviews were successful because of things I learned in CBI.”

Currently, Riley coordinates internship placements and teaches courses in the master’s program in pharmaceutical sciences at UMB.

Lance Dockery, Ph.D. ’22, chemistry, parlayed skills gained in CBI into a senior scientist role at biotech company AstraZeneca, and recently transitioned to a leadership role at pharmaceutical company Eli Lilly.

“In industry, projects often require coordination between chemists, biochemists, immunologists, and other specialists, similar to the collaborative environment within the CBI program,” Dockery says. “The experience of presenting research to a diverse audience within CBI strengthened my communication skills—something that has given me a clear advantage when interacting with project teams.”

Building a supportive community

CBI participants attend weekly meetings where they take turns teaching their peers about a range of scientific topics selected by the students. Following the more formal instruction period, students partake in group discussions on graduate student life and professional development topics—like mental health, time management, and creating and updating a CV—over pizza.

All this interaction promotes a strong sense of community. “This program builds a really strong rapport among the students, some of whom are in their first semester of graduate school and some of whom are preparing to defend their theses,” Smith says. “They build connections with one another; they learn how to talk with one another. I really think of it as building a community of support among the students.”

Danielle Schmitt, Ph.D. ’17, biochemistry, concurs. “I really benefited from having a cohort of fellow graduate students to support me during my Ph.D.,” she says. Today, Schmitt is an assistant professor of chemistry and biochemistry at UCLA.

CBI’s community feel also fosters shared investment in each participant’s success. “It’s a fun experience to see other students’ data and scientific talks develop as they experience growth during their time in CBI,” Wardrup says.

Hands-on cross-training

CBI includes about 40 students per year. Most of them are considered “trainees,” who receive a funding allowance to support conference travel and research expenses for cross-training in a lab outside their work with their primary Ph.D. advisor. Students have received training at the NIH, St. Jude’s Research Hospital, biotech giant Genentech, labs at universities such as UNC-Chapel Hill and UT-Austin, and UMBC and UMB labs.

Riley’s cross-training experience “allowed me to discover a new technique (electron microscopy) which played a critical role in my thesis,” he says. Schmitt adds, as a CBI fellow, “I was able to spend time at the NIH working on a collaborative project related to glucose metabolism. Because CBI supported my time at the NIH, I could move the project forward and learn new skills I might not have gained otherwise.”

Janae Baptiste Brown, Ph.D. ’18, chemistry, adds that “the cross-disciplinary training gave me the unique opportunity to conduct research at the bench with collaborators both at UMBC and the NIH.”

In addition to the benefits trainees receive, six CBI fellows per year further receive full tuition support, health care benefits, and a living stipend. The fellows serve as peer leaders, planning CBI programming in collaboration with Smith and leading group discussions.

“Beyond the bench, I have referred back to some of the leadership skills that I gained as a fellow to encourage an active learning environment in my classes,” says Baptiste Brown, who is now an assistant professor of chemistry and biochemistry at Spelman College.

Expanding horizons through conferences

Support for conference travel is another major benefit of CBI. Conferences offered “an excellent opportunity to engage with scientists outside my realm of expertise and network with scientists in my field, ultimately landing me a job interview through a connection made at a CBI-sponsored conference,” Wardrup says.

Conferences also offer more opportunities to practice communicating one’s work with a range of audiences. “Having experience in interdisciplinary communication is invaluable,” Dockery says. “It facilitates smoother collaborations and ensures that diverse expertise contributes effectively to project success.”

“I can’t overstate the way this program dramatically enhances the graduate training outcomes for individuals,” Smith says, “so I wish we had more of these training grants for cross-disciplinary training in other fields, like chemistry-engineering or chemistry-physics.”

Embracing growth beyond comfort zones

Smith took on leading CBI in 2022, after serving as assistant director under previous director Katherine Seley Radtke, professor of chemistry and biochemistry. “It’s a ton of work, but the benefits far outweigh the amount of time and effort that it takes to keep this program running,” he says. “It’s just a fantastic program.”

As Wardrup notes, “It can feel uncomfortable to step outside of your comfort zone to explore something new, but CBI is an extremely supportive environment to take that first step.” Riley echoes this sentiment. “Graduate school is one of the best times in your life to really dig deep and learn as many things as you can,” he says. “You will be surprised how some skills or knowledge will be relevant in your early career.” 

The CBI program, with its focus on interdisciplinary training and community building, provides the perfect platform for students to do just that—equipping them with the confidence, skills, and networks to excel.

Summer might feel like a time to slow down, but when it comes to your career, it’s actually the perfect season to build and maintain your professional network. Without the pressures of class schedules, midterms, and group projects, you have more flexibility — and let’s be honest, brain space — to invest in making meaningful connections that could help shape your future.

Here are a few simple (and stress-free) ways to stay professionally connected this summer:

1. Reach Out and Reconnect

Think about professors, classmates, or supervisors you haven’t talked to in a while. A quick message to say hi and share a brief update can go a long way in keeping your name fresh in their mind. Consider sharing an article or video that made you think of them. Networking isn’t just about asking for favors like a job — it’s about maintaining relationships over time.

2. Use Steppingblocks to Explore Options

If you're not sure where to start, check out Steppingblocks — UMBC’s data-driven tool where you can research jobs and look at alumni career paths. Steppingblocks is able to provide you with a list of companies that you can research and connect with. You also can get a better sense of how alumni got to your career of choice, allowing you to craft a more informed series of questions for informational interviews.

3. Conduct Informational Interviews

Have some free afternoons? Use that time to learn more about your field of interest. Reach out to someone on LinkedIn or Retrievers Connect to set up a virtual coffee chat. Ask about their career path, day-to-day responsibilities, and any advice they have for students like you. If you’re not sure about what to ask, you can check out our sample questions here. And if you need to practice before making the ask, hop onto Big Interview and practice answering questions.

4. Attend Events or Join Groups Online

There are tons of webinars, virtual meetups, and discussion groups happening year-round. Summer is a great time to drop in on a professional association event or follow an industry panel on LinkedIn Live. You can also go to Handshake and search for events that are relevant to your interests and open to all students. You never know who you’ll meet or what you’ll learn.

5. Follow Up (Even If It’s Just to Say Thanks!)

Did someone review your resume or give you helpful advice during the semester? Circle back with a thank-you message and a quick update on what you’ve been doing. Comment specifically on how their act of kindness positively impacted your career exploration. Small gestures like this can turn a one-time interaction into a lasting professional connection.

This summer, let networking work for you. Even just one new connection can lead to inspiration, insight, or opportunity. Log into Retrievers Connect today and start building relationships that matter — one DM at a time. 

Pursuing a degree in psychology isn't just about understanding the mind—it's about discovering how to connect, lead, and make a difference. 

For Ting Huang ’21, UMBC’s Psychology program at The Universities at Shady Grove became the launchpad for both personal and professional growth. Now a Program Coordinator for UMBC’s McNair Scholars Program, Ting reflects on her journey from curious student to empowering mentor, and how the program shaped her every step of the way.

Why Psychology, and Why UMBC at Shady Grove?
Dennise: What motivated you to pursue a degree in psychology at UMBC?
Ting Huang: Psychology has been a passion of mine since I took AP Psych in high school. I just knew that was what I wanted to major in. When I finished community college, I reached out to the Shady Grove Campus Advisors to ask about the difference between studying psychology at Shady Grove versus the main campus. Honestly, they got back to me first—and their passion and support helped me feel most comfortable choosing Shady Grove.

Making Real-World Connections
Dennise: What aspects of the psychology program had the most impact on you?
Ting: I appreciated that our psych classes brought in people from the library, counseling center, and financial aid offices. They shared how to use their services, which made it so much easier to reach out for support when I needed it. That extra effort made a big difference.

Influential Faculty and Research Inspiration
Dennise: Can you share a course, professor, or opportunity that shaped your perspective?
Ting: Definitely. Dr. Donald Knight taught both my Psych 311 (Research Methods) and Psychology of Assessments courses. He became a mentor and inspired me to explore research further. He even connected me with the McNair Scholars Program, which I now coordinate! His assessment course included an informational interview that opened my eyes to the many paths available within psychology.

From Scholar to Coordinator: A Full Circle
Dennise: What are you doing now, and how does your psychology degree support your work?
Ting: I’m currently the Program Coordinator for the UMBC McNair Scholars Program, supporting first-generation and underrepresented students pursuing doctoral degrees. I use so much of what I learned in my psych degree—especially empathy and listening skills from my intro to clinical class. I also frequently refer students to campus resources because I experienced firsthand how important community support is.

Applying Knowledge and Giving Back
Dennise: How did the program prepare you for your current role?
Ting: The research training helped a lot. Psychology’s approach to research methodology helped me feel confident supporting students, even those in STEM fields. I also believe research should be understandable to everyone. So I push my students to explain their work in plain language—something I learned to value through psychology.

A Meaningful Achievement: Individualized Development Plans (IDPs)
Dennise: Can you share a specific project that UMBC helped prepare you for?
Ting: One of my main responsibilities is conducting IDPs—individualized development plans—for our McNair Scholars. These one-on-one meetings are where we track goals, challenges, and even just chat about life. I genuinely look forward to them. My psych background helps me assess needs and guide students in a supportive, holistic way.

Advice for Future Psych Grads
Dennise: What advice would you give to current students or recent grads?
Ting: Don’t underestimate your soft skills. Psychology majors are great at relating to others and recognizing patterns. That’s the foundation of success in any field. Also, value your research literacy—being able to analyze and apply information quickly is an underrated superpower in today’s world.

A Lasting Connection with the UMBC Community
Dennise: How did the UMBC community support you during and after graduation?
Ting: It’s hard to put into words. I graduated during COVID but still felt more connected at UMBC than I ever did in community college. Faculty, McNair staff, and classmates all made me feel part of something. Even after earning my master’s at Towson, UMBC welcomed me back with open arms. When I was announced as interim coordinator for McNair, I received so many heartfelt emails from former professors. That kind of support makes you feel safe, seen, and valued.

Learn More About UMBC-Shady Grove’s Psychology Program
Ting’s story is a powerful reminder that psychology isn’t just a field of study—it’s a path to meaningful impact. From forming strong mentorships to guiding students on their own academic journeys, her time at UMBC-Shady Grove continues to shape her purpose and leadership.

Interested in learning more about the UMBC Psychology program at The Universities at Shady Grove?
Visit https://shadygrove.umbc.edu/program/psychology/ to explore degree pathways, student opportunities, and how you can join a community that truly supports your success.

In June 2025, the North American Association of Sports Economists (NAASE) announced the establishment of the Coates-Humphreys NAASE Distinguished Research Award, named for UMBC Department of Economics's Dennis Coates and West Virginia University’s Dr. Brad Humphreys. 

Dr. Coates and Dr. Humphreys are the award’s inaugural winners.

The creation of the award honors Dr. Coates’s scholarship in sports economics, including serving as a founding member and President of NAASE and an extensive list of published papers and books. In 2022, he won the NAASE Larry Hadley Service Award which honors outstanding and unusual contributions and service to NAASE and the field of sports economics. 

Congratulations Dr. Coates!

Blackboard course shells for Fall 2025 were created on July 16, 2025.

All Fall 2025 courses listed in the UMBC Schedule of Classes (SOC), regardless of designation as lecture, lab, etc, or instructor assignment, now have a Blackboard presence. RT requests are no longer needed for research, independent study, or practicum courses. As new course sections are added to the SOC by Department Scheduling Coordinators, corresponding Bb shells are automatically generated overnight. 

• If you are an instructor and your name is not associated with the course you are teaching in the SOC, please see your Departmental Scheduling Coordinator to resolve the issue. Once you are listed in the SOC, your access to the Bb course shell will be updated automatically.
• If you and your Department Scheduling Coordinator believe you are correctly assigned as the instructor of record in the SOC and you do not see your course shell in Blackboard, please submit a Request Tracker (RT) ticket via my.umbc.edu/help.

New Course Merge Request Process

As announced by DoIT in early April, instructors who teach multiple sections of the same course will see a separate Blackboard course shell for each section or course component. Courses will not be merged by default. Instructors planning to use separate shells will no longer need to submit an RT request.

Course shells may be merged or removed upon request using the new Blackboard Course Merge or Removal form (UMBC login required), which we recommend submitting at least one week before the semester starts, if not as soon as courses are created in Blackboard. NOTE: Courses should not be merged or split after student grade data and engagement activity is recorded, since it will be purged as part of the separation process.

For more information about these improvements, please see the following:

• Presentation to Faculty Senate Computer Policy Committee (CPC) on March 4, 2025. 

• Updated FAQs- How to request a merged course

• Common questions about the revised Blackboard course creation & user enrollment process (Google Doc version)

In addition, faculty are invited to attend an information session on August 7th or 19th about the new course creation and merge process. 

Create an Inclusive & Accessible Course Environment

Plan your accessibility and Universal Design for Learning strategy before students begin working with course materials. Ally, an accessibility tool, is enabled in all course shells. Ally automatically scans uploaded and created course content, then performs a series of steps to make that content more accessible. Please review the Ally FAQs for more information about the accessibility indicators on course content and alternative formats, or attend an upcoming training session.

Connect with Instructional Technology

As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:

• Check our extensive FAQ collection
• What's new in Ultra? | Known Issues
• Open a ticket via RT
• Follow the Instructional Technology & DoIT myUMBC groups
• Request a consult with instructional technology staff

Connect with Instructional Technology