Category: Community

by Puikei Cheng

If you’re reading this article, whether on a screen or in print, you are using a product of manufacturing. Manufacturing converts raw materials into consumer goods—and due to mass production, more consumer goods are manufactured than ever before.

While mass production is cheap, there is growing demand for products that are complex, one-of-a-kind, or require special processing. These products include specialized equipment such as turbines, aircraft parts, and patient-specific implants. With the proliferation of interconnected electronic devices, manufacturing research has grown extremely sophisticated, multidisciplinary, and collaborative. At the forefront of this research is Professor Jian Cao.

Dr. Jian Cao is the Cardiss Collins Professor of Mechanical Engineering at Northwestern University in Evanston, Illinois. She co-directs the Advanced Manufacturing Processes Laboratory and is the founding director of the Northwestern Initiative for Manufacturing Science and Innovation. Moreover, she has been recognized through numerous awards, published over a hundred journal articles, and holds over a dozen patents. She was first woman president of the North American Manufacturing Research Institute since its founding over 30 years ago. Last year, she became the first woman to win the prestigious SME Frederick W. Taylor Research Medal for her contributions to the field of manufacturing.

 

Manufacturing as integration of knowledge

Dr. Cao first became interested in manufacturing as a student at Shanghai JiaoTong University (SJTU). She was drawn to the idea of manufacturing as the “integration of many different fields.” As she explains, “A process by itself is not going to fly until it’s in the system domain.” She graduated from SJTU with a double major in controls and materials science/engineering, then went on to earn a PhD at MIT in solid mechanics.

More than 20 years later, her research contributions cover topics as wide-ranging as 3D printing, carbon fiber composites processing, sheet metal forming, and surface texturing. Dr. Cao’s research pushes the boundaries of these advanced manufacturing techniques to reduce cost and waste, increase efficiency, improve process flexibility, and boost product quality.

Dr. Cao advocates for breadth and perspective in research. She has worked in all three sectors of the “Triple Helix”: academia, industry, and government agency. Speaking about her time as a program director at the National Science Foundation, she says, “You’re taking yourself away from being fully embedded in your own lab and looking over a much broader landscape. I visited many different labs, domestic and international, sat on many different panels and workshops, and worked with people to come up with something new—new ideas and new directions for the manufacturing community.”

Now in her fifth year as Associate Vice President for Research at Northwestern, Dr. Cao uses her perspective to influence university operations. “As a researcher, you know what you need—and the office of research wants to know how to support researchers.” She oversees university-wide research initiatives regarding Northwestern’s core facilities, including machine shops and software licenses.

Dr. Cao is also an entrepreneur. Her start-up, Scimplicity LLC, aims to bring rapid, low-volume sheet metal forming to the market via an advanced manufacturing process known as incremental forming. Compared to traditional sheet metal forming processes, incremental forming is flexible, cheap, and fast for low volume production—perfect for specialized equipment.

According to Dr. Cao, Scimplicity is a combination of the “sci” in science and the idea of “simplicity” as a design objective. “Development usually moves from the simple to the complex. But for everyone to be able to use it, you have to simplify the complex knowledge.” Scimplicity does this by condensing cutting-edge, multidisciplinary manufacturing technology into a more user-friendly interface. “The whole concept is to make it into a simple system that people can use.”

 

Manufacturing as a collaborative effort

Around the lab, Dr. Cao is known for her ability to multitask. On airplanes and car rides you may find her editing manuscripts, writing proposals, and calling into teleconferences—sometimes all at once. Outside the lab, she is a proud mother of two Northwestern engineering undergraduates, a junior and an incoming freshman. With her busy schedule, she still manages to mentor her diverse crew of twenty-plus post-docs, graduate students, and undergrads.

Cooperation is key in Dr. Cao’s group. Her students often work together on multidisciplinary teams assembled for each project. For example, about a quarter of her students have spent time in the last two years either designing, building, or testing their latest metal 3D printer system. Such a project demands a variety of skills and fields of knowledge.

Dr. Cao takes a similar approach with her collaborators, who span the globe. Her strong ties to the academia-industry-government “Triple Helix” aligns her with experts in experimental design, machine design, controls, simulations, materials science, imaging, and more. She has worked with companies both big and small, including Ford, Boeing, Baxter, General Electric, and Siemens. With her academic and industrial partners, she has secured millions of dollars in grants to spur innovative research.

At the core, Dr. Cao believes her achievements came about because she does what she enjoys. “I think you really have to find your own passion. You have probably heard a lot of people say that you have to find your own passion. But it is true. If you don’t like what you do, then don’t do it. Life is short, find something interesting—and work on it.”

To learn more about Professor Jian Cao’s research, visit ampl.mech.northwestern.edu.

by Ittai Eres

I still remember the first time I encountered Dr. Jocelyn Malamy, Associate Professor in the Department of Molecular Genetics and Cell Biology at the University of Chicago. She was giving the final set of lectures in one of the toughest classes I took my first year of graduate school. Immediately, I was struck by her enthusiasm and vigor, not only for plant biology, but also for the task at hand—teaching. Jocelyn is a past recipient of the Llewellyn John and Harriet Manchester Quantrell Award for Excellence in Undergraduate Teaching, which is no surprise for anyone who’s ever taken one of her classes. She feels that University of Chicago students are a “really gratifying group to work with, because you provide them good exciting things, and then they become excited.” This attitude was definitely reflected in her lectures for that course, which consistently engaged the audience in a way that many educators strive for their whole careers.

Small wonder, then, that she was recently promoted to become the Master of the Biological Sciences Collegiate Division (BSCD). In this new administrative role, Jocelyn has been coming up with ways to introduce new opportunities, new curricula, and new courses to students interested in the life sciences. As a result, a new set of research intensive courses will be offered for undergraduates at the Marine Biological Laboratory (MBL) at Wood’s Hole this year in the three weeks preceding the fall quarter.

You might expect that taking on such a large leadership role would cause one to put other professional goals on hold for a period of time, but that isn’t the case here. Jocelyn still runs her research lab, as well, and has big goals to expand into and publish in an exciting new direction: jellyfish. Like plants, jellyfish have a tremendous regenerative capacity—take a piece of either one, and it’s capable of growing into a whole new organism. As Jocelyn herself describes, “you cut them into four pieces, and you get four jellyfish!” Identifying the common elements between such creatures that allow them to regenerate could be a tremendous boon for human health.

Of course, expanding the scope and size of a research lab isn’t easy, especially in today’s funding climate. One thing Jocelyn laments is the constant fight for funding. The need to constantly sell your projects, and to market them to those who lack some interest in basic science questions, can be incredibly frustrating. Not to be deterred, she still searches zealously for those “a-ha” moments when results come through and things finally click. Unlike many other professors, Jocelyn is not content to stay in the office and hear about results from her students. For her, the best way to process a scientific result is to be present for the process that yields it, and hence she can frequently be found working at the bench, physically doing the research. There was certainly a time in her career when a variety of factors conspired to prevent this from being a possibility. Faculty members’ offices are placed outside of the lab, and administrative and teaching demands make it difficult to find the time to do actual science. In her own words: “7 years, I didn’t pick up a pipette, what was I thinking? It was so, so, so wrong, and maybe it works for some people, but it didn’t work for me.”

Jocelyn has also faced more gender-specific challenges during the course of her career, though she did not ever feel she was discriminated against as a woman. “Women,” she says, “are very well-represented in the biological sciences, and almost particularly in plant biology.” However, there is also typically a difference in how men and women approach professional situations, especially ones where you need to fight for yourself or for a certain goal. According to her, often a “typical female ‘softer’ approach leads to less success,” and that, if a woman wants to be more assertive, she often must worry about “trying to hit that right tone…constantly monitoring yourself.” Of course, professional women often have the added challenge of being a scientist while also being a mom. The mother of a young child herself, Jocelyn notes that “having children is a big hit on your productivity, that often affects women much more than it does men.”

Although these different challenges make it harder for women to succeed professionally, they certainly haven’t stopped Jocelyn. She began to do research in her undergrad years at Tufts University, where she fell in love with plant biology before moving on to Rutgers for her Ph.D. and then to New York University for a post-doc. Nowadays, we’re lucky to have her here at the University of Chicago, making new inroads into regeneration with jellyfish in her lab and creating engaging educational content as Master of the BSCD. Her advice for students hoping to be as successful? “Go with something you’re excited about, but also factor practicality into it a little bit.”

by Brittany M. Wilson

Dr. Laura Thorp, Physical Therapist turned Anatomist and now mom of four boys under the age of 5, is highly regarded as an educator by her students. In fact, she has been awarded on several occasions for Excellence in Teaching and having been one of her students, I can personally endorse her merit for these awards. I first met Dr. Thorp at Rush University Medical Center when she was an Assistant Professor of Anatomy and Cell Biology. As an aspiring professor of anatomy myself, I have always viewed Dr. Thorp as an important mentor and role model.

“Make it make sense,” I remember her saying this many times as she delivered various gross anatomy or neuroanatomy lectures. I believe the phrase originated from her undergraduate anatomy professor at the University of Scranton, Dr. Gary Mattingly, who Thorp regards as an influential mentor in her pursuit to teach anatomy herself. I often find myself repeating this phrase back to students I am teaching or even to myself as I study or read scientific literature. Mentorships often seem to work this way, with idioms and ideas being passed on to mentees like genes are passed on through a family tree.

Dr. Thorp’s excellence in teaching is likely related to her passion for the subject of human anatomy and openness to evolve and grow in each new experience. As of July 2015, Dr. Thorp assumed a new position as Clinical Associate Professor in the Department of Physical Therapy at the University of Illinois at Chicago (UIC). Given her initial training as a physical therapist, teaching anatomy at a physical therapy school was always a goal of hers. It took about 13 years to finally make that goal a reality but Thorp says, “I wouldn’t change anything about how I went through it because I learned so much.”

To say in hindsight that she’s learned so much is an understatement. Dr. Thorp found out she was pregnant with triplets shortly after accepting her new position at UIC. With another little one at home already, balancing family life with work became an exciting new challenge for Thorp and her husband who is a physician in the Chicagoland area. “I find balance by knowing what’s important to me,” Dr. Thorp mentioned when discussing her daily schedule. She also acknowledged the importance of asking for what you need and utilizing the people and resources around you. She continued, “It’s a lot. There’s days where I’m very overwhelmed but I’m excited that I have four boys who will get to see a mom that loves her job.”

While she was teaching at Rush University, Dr. Thorp participated in and chaired many advisory and curriculum and evaluation committees, primarily within the medical college. Her experience with implementing curriculum changes at Rush University is now invaluable as she sits on similar curriculum committees at UIC and is able to offer pragmatic insight to guide the process. Thorp is also currently participating in a teaching scholars mentoring program through UIC’s Center for the Advancement of Teaching-Learning Communities where she hopes to learn how to better the courses she teaches and how to improve the assessment of teaching outcomes.

The success of her students is something Thorp highlights as one of the most rewarding aspects of teaching. She said, “Anatomy is challenging and it’s not for everyone and seeing students who are working really hard who ultimately get it is really gratifying.” She also acknowledges her students’ respect and appreciation for cadaver dissection. While new technology seems to be complementing traditional cadaveric dissection well, empirical evidence has suggested that the experience of learning human anatomy through cadaver dissection is indispensable. In fact, bad press about body donation is a real concern for anatomists like Thorp who rely on donors to supply cadavers for the medical and professional schools in the area.

As a woman in science and now a mom of four boys, Dr. Thorp has learned to know when to ask for help. She said, “There’s no way I can do this all on my own. You have a lot of people around you in science and in life who want to help and you need to seize the opportunities to take help where they present themselves or find them if they’re not presenting themselves.”

Before Dr. Thorp left Rush University for UIC, her doctoral advisor, Dr. Rick Sumner, who happens to be my adviser and also Chairman of the Department of Anatomy and Cell Biology at Rush, gave her a framed notebook sheet. Written on it were notes about her goals from their first meeting when she started as a student at Rush, “Teach at a physical therapy school.” That was in 2002. Over a decade later that goal has come to fruition for Thorp. She said, “I was lucky, but it’s not just about luck. You have to ask for what you need and you can ask for what you need without apologizing for it.”

Creating the career you want for yourself will always take time, but the time will pass anyway. Passion for what you want to do, clear communication with those around you, and an openness to learn in each new experience are all part of a recipe for success that has definitely paid off for Dr. Laura Thorp.

by Emma Vander Ende

If you pause and consider your surroundings, you will find that a type of molecule, called a polymer, surrounds you. Polymers are large molecules that are made up of smaller molecules, called monomers. Monomers link together to form a polymer much in the same way that a necklace is made up of beads (discrete, repeating units).

While polymers occur in nature, ranging from natural rubber and silk, to even our DNA, chemists have also synthesized a multitude of synthetic polymers. These include plastics, which pervade our modern world. Polymers are a fascinating class of molecule in part because they offer the potential for a high degree of variety to form functional materials. Chemists can tailor the monomer chemistry to create polymers that have exciting futuristic functions, from conductive molecular wires to “self-healing” polymers that make durable materials.

One such chemist studying polymer chemistry is the most recent hire in the Chemistry Department at Northwestern University: Assistant Professor Julia Kalow. Her research focuses on studying how information about polymer reactivity can be used to tailor the properties of polymers and other soft materials. Research areas that currently interest her include new ways to make conjugated polymers. These polymers contain extended electron networks, and Kalow is interested in how they interact with light inside a magnetic field. She also makes polymers for biomaterials applications – namely, artificial mimics of the extracellular matrix and sophisticated 3D cell culture materials. These materials, she hopes, will help to address complex cell biology problems by advancing biologists’ capabilities to study cells.

Her interest in pursuing an academic career began between her junior and senior years of college at Columbia University, where she started undergraduate research in the Leighton Group after her freshman year. She took a medicinal chemistry internship with Merck Research Laboratories, where her supervisor placed her on a project resembling those in academia. She decided to pursue a PhD in chemistry and the intellectual freedom that academia affords so that she could lead her own projects and follow her own ideas.

As a new assistant professor, she is in the process of establishing her lab and recruiting PhD students to advise and mentor in research. Mentoring students ranks high in Kalow’s list of priorities. She herself earned her PhD (as an NSF GRFP fellow studying asymmetric catalysis) from an assistant professor, Professor Abigail Doyle at Princeton University, and treasures that experience. She and Doyle had a close mentoring relationship, and would frequently talk through her data and results, but Kalow also felt that she had ownership over her research. Towards the end of her PhD, her adviser encouraged her to independently pursue a mechanistic study. “When everything came together on that project, it was very rewarding,” Kalow said of the experience.

Following her PhD, she became a Ruth L. Kirschstein Postdoctoral Fellow at MIT, researching different kinds of polymers with Professor Timothy Swager. She chose the Swager Group in part because of Swager’s success with startup companies. Her experiences researching and collaborating in the challenging intellectual environment of MIT further inspired her to become a professor herself.

Looking to the future, Kalow hopes first to establish her new students in their research and develop reactions and new materials that might change the way that the synthetic polymer community thinks about chemical reactivity. She hopes to form collaborations with other professors at Northwestern, a highly interdisciplinary research institution, to identify particularly useful applications for which her new polymers could fill a need. She is also interested in the possibility of starting a company someday, noting that Northwestern is a great place for innovations and forming startups.

 

by Brittany M. Wilson

“Perseverance is something that pays back,” Dr. Anna Spagnoli told me a little after noon on a Monday in Chicago. Dr. Spagnoli currently holds the positions of Professor of Pediatrics and Women’s Board Chair of Pediatrics at Rush Children’s Hospital at Rush University Medical Center. Dr. Spagnoli seemed particularly busy as she was preparing for a visiting professorship in China later in the week.

Dr. Spagnoli graduated Cum Laude from the University of Rome Tor Vergata School of Medicine in Italy. After completing residency training in Pediatrics in Rome, she was granted a Fulbright Scholarship to work in the Division of Pediatric Endocrinology at Stanford University in California. She began participating in pediatric research during her residency training in Italy and after her experience at Stanford, moved to the US to practice medicine and continue her research efforts.

In order to transition her medical practice to the US, Dr. Spagnoli needed to complete an additional residency training program here. After completing her second residency training she secured an assistant professorship in the Department of Pediatrics, Division of Pediatric Endocrinology, at Oregon Health and Science University in Portland. While she was still completing her second residency training program, Dr. Spagnoli began to serve as a mentor.

Dr. Spagnoli truly believes in the importance of mentoring as she acknowledges several of her mentors as having a hand in many of her successes. She said, “Mentoring is probably the most important thing for me in my career.” She has mentored nearly 30 students or residents to date, many of whom have been women and many of whom now hold faculty positions both nationally and internationally. Dr. Spagnoli continued, “[Mentoring] is a combination of being inspired and being understood. I think the great mentors are the ones that can work to understand you for who you are and how different you are from them. This is very important.”

When asked about the most frustrating part of her work, Dr. Spagnoli replied, “that there are only 24 hours in the day.” Dr. Spagnoli currently oversees over 100 physicians, staff recruitment and education, and research operations for Rush University Children’s Hospital, in addition to several other roles. When you speak with her it becomes clear that she deeply values the service she can provide to her patients and also her mentees. She has a long track record of aiding in her mentees success as her current doctoral student recently earned a highly competitive Ruth L. Kirschstein National Research Service Award through the National Institutes of Health (NIH).

Dr. Spagnoli also contributes through service on many NIH and foundation grant review study sections and she served as permanent member of the NIH Skeletal Biology Development and Disease Study Section from 2012 to 2016. She maintains a thriving research laboratory with two currently active R01 grants from the NIH. Her laboratory facilitates interdisciplinary collaboration between PhD scientists and medical doctors in order to advance the field of tissue regeneration. In fact, Dr. Spagnoli and her colleagues have published over 60 peer-reviewed manuscripts in journals such as Developmental Cell, Endocrinology, and the Journal of Bone and Mineral Research. In addition, Dr. Spagnoli delivers many teaching and research seminars to her trainees at Rush University and at academic institutions across the country and throughout the world. She also participates on committees for professional societies including the American Society of Bone and Mineral Research, among others.

“Seeing something that is beyond daily life,” it is these kinds of visions, Dr. Spagnoli says, help keep her on track. She knows that science and medicine are much larger than herself. She continued, “If this is only for me this is never going to work because the difficulties you are going to find they are so many that you lose yourself if you only focus on yourself. So I always think, whenever I need to do something big, I think about who we are serving.”

Dr. Spagnoli was thrilled to offer advice to women who are pursuing or who are interested in pursuing science or medicine. She believes it is important to acknowledge unconscious biases and the fact that our brains are wired to look for similarities. Dr. Spagnoli encourages us not to justify these biases but rather to go beyond them. “Some people do not understand and this can lead to anxiety. Try not to get upset, see the challenge and help them understand. Be patient and make it clear how you can contribute to a particular situation.”

Dr. Anna Spagnoli’s overarching goal to understand people and to serve them in any way possible has without doubt driven her success in science and medicine. She concluded with this, “Service is inspiration. I wake up and say, ‘okay, who are you going to make a difference for today’.” Dr. Spagnoli is proof that perseverance most definitely pays back, especially when your work includes service for others.

 

by Hannah Brechka

Dr. Victoria Prince’s résumé is stacked with her prestigious accomplishments. Dean and Director of the Office of Graduate Affairs, Professor in the Department of Organismal Biology and Anatomy at the University of Chicago, post-doctoral fellowships at Princeton University and Guy’s Hospital in London. The list goes on! Dr. Prince stands out on the page as one of the most influential and powerful women in the University of Chicago’s Biology community, but to her students and colleagues, she’s Vicky.

In the spring of 2014, I was lucky enough to take Vicky’s Vertebrate Development course, co-taught by her long-time colleague and friend Cliff Ragsdale. I had at that point only known her as Dean Prince, but she insisted that everyone refer to her by her endearing nickname, immediately putting everyone at ease around her. Vicky makes you feel like her equal; that you are colleagues, and not a subordinate. Her teaching style is casual, but she expects nothing but the best from her students.

My relationship with Vicky has developed and grown since that course. She agreed to be on my thesis committee, and has offered me opportunities to be an advocate for the Biological Sciences Division (BSD) that I am immensely grateful for. It was a pleasure to sit down with her for this article, as I got to learn about her hopes and dreams and how she found her path to where she is now when she usually spends her time aiding graduate students with their dreams. I learned that she has always loved science and that she has followed her intuitive nose and her colleagues’ encouragements to her current position. Luckily for all BSD graduate students, her friend Cliff Ragsdale suggested that she apply for a position at the University of Chicago. Even though all she knew about the city was what she saw on E.R., Vicky has flourished here moving up the ranks from Assistant Professor to Committee Chair to Dean of Graduate Affairs with grace.

Vicky divvies up her time between leading a productive developmental biology lab, teaching courses and running the University of Chicago’s BSD graduate program. While she finds juggling her three distinct roles difficult at times, she commits her immense intellect and seemingly endless capacity for empathy to each. These three roles keep her busy but she reveals that, “the gratifying part is being able to interact with really smart young people, and seeing them grow and do well”. This sentiment embodies Vicky as a mentor, educator and leader. For her, students take priority.

Her laboratory is full of bustling students and bubbling fish. Vicky’s early post-doctoral work on chicken embryos kindled her passion for embryology, but her career was launched with the risky move of using zebra fish as a model organism for understanding basic developmental processes. While now considered one of the best tools for easy access to early stage embryos, prized for their optical clarity and speed of genetic manipulations, at the time there were few researchers and even fewer tools for working on Danio rerio. Vicky’s contributions to the scientific field have allowed the humble zebra fish to become one of the major players in the world of model organisms. “I’m not lying awake at night thinking about my Nobel Prize,” Vicky states bluntly, “and honestly I think some people are. They’re worried about their legacy; they want to get that external recognition…I’m fueled by local people in my field saying ‘that was a good experiment.’ I strive for that”.

As Dean, Vicky has brought many changes to the science graduate students in the BSD, but one in particular has had huge benefits for her students: the myCHOICE program. MyCHOICE (CHicago Options In Career Empowerment) was developed to broaden the experiences and training science graduate students and postdocs receive at UChicago. MyCHOICE is funded through an NIH Broadening Experiences in Science Training grant that has three principal investigators in addition to Vicky and a dedicated steering committee of faculty, staff and trainees. “I just got the nicest email from a student who is about to graduate. He’s got a job offer that wouldn’t have been possible if he hadn’t had this internship through myCHOICE,” she recalled, voice gushing with enthusiasm, “Yay!” It isn’t just these big programs where Vicky’s impact will be felt, but through the small interactions and support she gives to each student under her care.

Vicky may never get a Nobel Prize for her scientific endeavors, but it wouldn’t surprise those who know her if she did. Her unrelenting curiosity and high expectations for herself and her students means no prize could adequately capture the immense impact that Vicky has had. Her legacy is the young scientists from the University of Chicago who will go on to become leaders tomorrow because she made us her first priority. And we are all very grateful to her.

 

 

By Katarina Kotnik Halavaty, PhD

For more than a decade Kelly Fahrbach successfully paved her biomedical research career in academic settings – all went well, but something was missing. At the time, Kelly was a young research assistant professor and admitted that she needed more variety, more dynamic in her everyday schedule, which pushed her to switch her professional path. She now enjoys working as a medical writer at Stem Scientific that is part of Ashfield Healthcare Communications.

“My whole life I was interested in biology,” she says. In her first year of undergraduate school she didn’t know which direction in biology she wanted to go. Kelly was on her search to find the right professional path, and she therefore applied for a summer internship at Loyola University in Maywood, Illinois. As a laboratory technician she, for the first time, was exposed to virology research. “I really liked virology but I also became interested in cancer research.” She wanted to learn more about cancer virology, and so she decided to go to graduate school. She joined Professor Kathleen Rundell’s laboratory at Northwestern University where she had an opportunity to mesh cancer research with virology. Kelly was enjoying science, but at the same time she was also thinking about her future plans. “At first I thought I wanted to become a teacher for undergraduate students, and I therefore looked into gaining some teaching experience.” During her last year of graduate training she began part-time lecturing at National-Louis University in Chicago. In 2004 Kelly graduated and obtained her Ph.D. At the time she wasn’t certain whether to proceed with teaching or not. “I felt I was still more interested in hands-on science than in teaching, and I therefore decided to do a short postdoctoral training.” After having several interviews for a postdoctoral position, she chose to join Professor Thomas Hope’s laboratory at Northwestern University to learn about HIV. “This was the only lab that didn’t do any cancer biology among all I applied for; however it offered a clinically relevant research which I found more interesting than a basic science lab.” During her postdoctoral training in the Hope lab Kelly continued to teach as a part time adjunct biology instructor. After three years of lecturing she realized that she wasn’t ready to go into teaching full time. She liked science, but she did not want to become a principal investigator. Kelly, again, was on her search what to do next. Around that time her mentor, Professor Thomas Hope approached her and suggested that she become a junior faculty member. “This was a chance that I did not want to miss! It opened up new opportunities for me to apply for several grants and take on a leadership role.”

Kelly was promoted to a research assistant professor. “It gave me some time to enjoy research and being comfortable with having a family. Tom was very supportive and I was able to succeed as a working mom in an encouraging environment with a highest quality of research being performed”, she explains. Kelly applied for several grants, gained a lot of new research experiences and became an expert in microscopy. In her new role she also took on additional responsibilities such as mentoring graduate students and postdoctoral researchers, co-implementing the lab website, and promoting methods to improve safety, internal communication, and data reporting in the laboratory. She joined the Young Investigator Editorial Review Board of AIDS Research and Human Retroviruses Journal to peer review manuscripts in the HIV/AIDS research field. Professionally Kelly was in full bloom! She published three first-author articles and co-authored a publication in peer reviewed journals. Despite her fruitful career in an academic environment four years later Kelly was reconsidering what she wanted to do in her future. She felt that she was working hard but she didn’t have as much to show as she would like to have. “I wanted to see more results at the end of my day; the outcome of my daily experimental work did not satisfy me any longer,” she says.

Kelly began planning to leave the bench: “I started exploring alternative Ph.D. careers.” Listening to her inner voice she knew that she loved working in a team and managing projects. While networking with people from different backgrounds she came across the medical communications field. “This was a breakthrough!” she says. “I always enjoyed analyzing data, writing grants, articles, abstracts, safety protocols… but not planning or carrying out the same experiments day after day” she further explains. Kelly applied for numerous positions including writing, safety and project management, and communication jobs. In the end, she landed an associate medical writer position at Ashfield Healthcare Communications. “I am very happy that I made this change!” In her new role Kelly writes manuscripts and reviews for peer review. She develops abstracts, posters, and slide presentations for international congresses along with developing strategic documents for pharmaceutical companies. “I love the variety! I no longer need to repeat same things again and again as I had to do at the bench. Now, the pace is faster than before, and I am learning new things every day! This gives a lot of dynamic to my everyday work.”

Tailoring her professional path according to her needs and wishes was a long term process. Kelly admits that transitioning from academia to industry was not easy: “Getting my foot in the door was the hardest.” Working with clients, learning new terminology associated with the field, and becoming familiar with new protocols could sometimes be a bit challenging. “The Hope lab prepared me well for my next step – even for my new professional adventure,” she says. “Tom gave me several opportunities to play different roles inside the lab and gain a wealth of knowledge.” Kelly presented at conference calls, communicated with IRB safety and ethics approval committees and mentored graduate students, postdoctoral candidates, and technicians. Looking back, she is proud of all her accomplishments and academic achievements!

As a successful career woman, Kelly established a great balance between her work and her family life. She has two daughters who keep her busy, but also motivated. Kelly strives to spend time with her family and loves going camping and fishing with her daughters and her husband, enjoys baking, running, and has recently taken up painting and trying to learn the violin. It gives her new energy to work hard in her profession. Kelly notes, “I am incredibly fortunate! Having a supportive network at home and all of my past experiences, many of those in the Hope lab, were a major help in getting me where I am today. Now at my new job, the team I work with is fantastic! My co-workers are also very supportive.” With all her positive experience Kelly would like to share her encouraging thoughts with others: “If you are not happy with what you are doing, don’t ever think it is too late to make changes in your life in order to be successful and happy!”

 

Psychologist helps NASA build teams for mission to Mars

By Kristin Claes Mathews

Sometimes, coworkers just seem to click. They get along, are productive and help each other out of tight spots. That might seem like serendipity, but DePaul University’s Suzanne Bell knows there is a science to building a team that thrives. An industrial organizational psychologist, Suzanne’s research will help NASA build the right team of astronauts to send to Mars.

Suzanne is an associate professor in DePaul’s College of Science and Health and specializes in team composition. Since January 2016, she and her collaborators have been have been collecting data on teams in the Human Exploration Research Analog environment at NASA’s Johnson Space Center. She analyzes how factors like team members’ personality, demographics, values and background can predict the success of a team. Their research on crews in this simulation environment will help NASA predict how a team might function in isolation for long durations in space.

“I develop the science behind identifying the right mix of people for a situation,” said Suzanne. “Future space travel is a really exciting application of this science.”

Applying research for deep-space travel

Psychology first stood out to Suzanne when she was an undergraduate. “I liked the idea of using the scientific method to translate the way people think and behave, turning it into data and analyzing it.” Business and finance were also early education interests, and she said they layered together naturally into her chosen field, which examines how people think and behave in the workplace.

“Industrial organizational psychologists are applied scientists. We balance science and practice, so everything I do needs to have a practical application to it.”

Her work with NASA will help them “get the right people in the right place.” She explained that her specialty, team composition, is an important consideration for optimal performance in almost any team context. Its importance is certainly heightened for deep-space travel.

“On Mars you will have the crew, mission control on a communication delay, and whatever technology support that’s been created. The crew will need to live and work well together. They’ll need to adapt to whatever challenges come their way” she explained.

In her previous research, Suzanne has studied how teams interact in extreme conditions like those deployed to Afghanistan, as well as in more traditional office environments.

Strong mentors

Suzanne earned her master’s and Ph.D. in Industrial & Organizational Psychology from Texas A&M University and her bachelor’s degrees in history and psychology from Olivet Nazarene University.

An advisor in graduate school, Dr. Winfred Arthur, Jr., was a strong mentor to Suzanne. “One of the things I really appreciated was that he not only mentored me to build my expertise in areas he researched, but he also supported me when I wanted to explore areas that were a little bit different from what he studied, or when I wanted to bring in new types of statistical analyses.”

She draws on that experience when mentoring students. “I am always mindful when students are coming from different backgrounds and making sure that I get them in touch with the resources they need.”

Involving girls and young women in the sciences is important to Suzanne. “The NASA project is really great because it’s something tangible and very specific that little girls can hook onto and dream about. It’s really a pleasure to do research like that, inspiring little girls to be astronauts or the scientists who study astronauts.”

Looking forward, Suzanne plans to take a “deeper dive” into team composition and to leave a legacy with her research.

“When I look back on my career, I want to think that I’ve changed the way people think about a topic,” she said. “I want to create theory and research that really helps shift people to think in more team-based ways when they organize work.”

Focus in the lab and on the playground

Outside of the classroom and her lab, Suzanne enjoys being with her two young sons, playing outdoors and exploring the city. “I enjoy gardening and working in the yard. I sit at my desk for way too many hours, so I like to be physical when I’m outside of work.”

Finding work-life balance is all about focus for Suzanne, and she shared a bit of what she has learned:

“Particularly as a woman, there’s so much on our minds all the time: all the things that need to be done to run the lab, or all the things required for kids, if you have them. So my advice would be to focus on whatever you are doing, and do it fully. Don’t worry about the other things until it’s time to worry about them.”

When she is at work, Suzanne becomes fully engrossed in teaching and research, but as soon as she arrives at home, she switches her attention completely to “the home life.” “It’s not always possible to compartmentalize with that, but whenever I can, I do. It helps me feel, at the end of the day, that I am able to do both well.”

To learn more about Suzanne’s research, visit http://depaulne.ws/BellMars.