Category: Past Projects

[Past Projects]

Dr. John Senko and Shagun Sharma

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One of the project in our lab is investigating the role of microbial communities associated with acid mine drainage (AMD) in bioremediation. Coal-mine derived acid mine drainage (AMD) is formed upon intrusion of oxygenated water into the abandoned mine works and waste rock, inducing microbially mediated oxidation of FeS phases, and yielding acidic fluids with high concentrations of Fe(II). Which eventually precipitates as Fe(III) (hydr)oxides forming “yellow boys’, which smother stream substrate and destroy benthic communities.

Benefits for the students

• Understanding of advanced molecular techniques
• Genomics experience (Bioinformatics tools)
• Learn to use integrated approaches to solve research questions
• Opportunity to attend scientific conferences and building networks

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Click here to learn more about Dr. Senkos’ lab.

 

[Past Projects]

Dr. Petra Gruber and Thibaut Houette

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Petra Gruber’s lab investigates the transfer of biological strategies to architectural design to implement relevant qualities of life into our built environment.

By joining the lab, you will be part of a complete design process:

• research of biological role models,
• design phase based on the abstracted role models,
• construction of (on-site) prototypes.

You will mainly focus on the biological research and construction of a prototype, alongside graduate students and researchers, within one of the Biomimicry Research and Innovation Center’s (BRIC) research labs.

With the overlap between biology, architecture, and design, this is a chance for you to get a hands-on experience in multiple fields and learn ways to combine these disciplines in order to design our future.

Click here for more information on Dr. Gruber’s lab.

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[Past Projects]

Dr. Richard Londraville and Matthew Tuttle

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Human leptin is a hormone made in and secreted from white adipocytes (fat cells).  The leptin signaling pathway mobilizes lipids for breakdown and suppresses appetite.  In mammals, congenital mutations in the DNA sequences of leptin signaling genes cause early-onset and morbid obesity, diabetes, and imbalanced energy homeostasis.  Moreover, leptin is conserved throughout all major vertebrate clades – reptiles, birds, fishes, mammals, and amphibians.  Using the zebrafish leptin signaling pathway as a model, our group specializes in comparative biology and molecular endocrinology.  The incumbent will perform tasks related to zebrafish aquaculture, embryonic microinjection, and gene/protein expression.  Using the CRISPR/Cas9 genome editing system, the project goal is to produce lines of genetically modified zebrafish with conditional knockouts in hormone signaling pathways involved in adipocyte metabolism.

 

 

 

 

 

 

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Click here for more information on Dr. Londraville’s lab.

 

[Past Projects]

Dr. Francisco Moore and Lamalani Siverts

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Lake Erie regularly experiences harmful algal blooms that can be toxic due to cyanobacteria domination.  The cyanobacteria thrive on nutrient runoff from agriculture and warmer global temperatures. Zebra and Quagga mussels are invasive species in North America and act as ecosystem engineers. This study will use stable isotopes to track the aquatic food web before, during, and after the harmful algal bloom season to examine how mussels impact phytoplankton trophic levels. Spend your summer on a boat and learn how to obtain aquatic field samples, process the samples, and analyze the data.

 

 

 

 

 

 

 

 

 

 

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Click here for more information on Dr. Moore’s lab.

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[Past Projects]

2018 Tiered Mentoring Students

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“Having the opportunity to participate in the tiered mentoring program has exposed me to an extensive amount of lab experience that I otherwise would not have had, improving my capabilities in a lab environment on both a conceptual and practical level. The program has also provided an excellent collaborative atmosphere in which I am able to make meaningful contributions to ongoing research projects and receive valuable guidance and support on any projects I choose to undertake on my own.” Gavin DeMali, 2^nd year Tiered Mentoring student “I would like to start out and say that I have had a great time in the tiered mentoring program. Everyone was so welcoming and willing to help me out, which means a lot to me. Rebecca never has a problem assisting me with information on the lab or any questions in general. Her bubbly personality makes me feel at home and in a safe environment. Each person I have met in the lab has unique attributes that make working there all the more enjoyable. Not only do the people make the experience rewarding, but the lab’s organization as well. Whenever I have ran samples late I end up doing my homework in between, so it creates an atmosphere of productivity. Not to mention, I appreciate the diversity in plants that are tested. Also I love how we are able to take some plants home! One thing I would change about my time with the tiered mentoring program is the time I spent. I would like to dedicate more time in the lab and eventually come up with a research proposal that I can conduct myself! Thank you for this cool opportunity!” Olivia Orr, 1^st year Tiered Mentoring student “I believe the tiered mentoring program is a great asset to the university and every research lab. Throughout my past years of doing research, I have gained multiple skills that will benefit me in a future job or in life in general. One of the main reasons why I got my environmental science internship was that I had experience working independently and also with a team within our research lab. I was able to tell my employers that I had experience working with chemical equipment which helped me in the field as well. It has not only helped to open doors for my future career but has also further my education. I am very fortunate to have the opportunity to work in our research lab and I highly recommend anyone who is interested to explore their options.” – Stephanie Sawicki

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Tiered Mentoring Alumni

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From Dr. Sean Kelly (PhD from University of Puerto Rico in 2017; currently post-doctoral research in Taiwan; TM participant 2009-2010):

As an undergraduate student in the Biology Department I participated in the Tiered Mentoring program in 2009 and 2010, in the lab of Dr. Mitchell. In 2009 I worked with a PhD student of Dr. Mitchell where I assisted with field research associated with the distribution and diversity of lepidopterans around the Bath Nature Preserve and learned about techniques in field sampling, data management and identification/preservation of lepidopterans. In 2010 I led my own project, entitled, ” A comparison of the Pollinating Behaviors of Bombus impatiens and Bombus fervidus on Mimulus ringens“. The tiered mentoring program provided me with my first experience in conducting field research, mentoring another student, statistically analyzing field data, preparing a scientific poster and presenting my research to a scientific audience. This program was invaluable in providing me with the necessary skills, experiences, and recommendations that were required for applying to graduate schools. As a PhD student and now as a Post Doctoral researcher, I continue to be active in mentoring undergraduate students and certainly feel that this is a direct result of opportunities such as the Tiered Mentoring program. Another benefit of participating in a local program is that I was able to take summer courses while doing research and also it allowed me to meet other professors and be more active in the Biology Department.

From Sarah Stankavich (Masters from Eastern Washington University in 2013; currently LUQ-LTER Coordinator, El Verde Field Station, Puerto Rico; TM participant 2009-2010):

In biology, it’s so important for your career to have real-world, hands-on experience. The tiered mentoring program provides a fantastic opportunity to get involved in real research, from the creation of a project all the way through data analysis and presentation. The program also gave me the chance to network with other biology students and, most importantly, to build a strong relationship with a professor. The professor served as a great reference for me, ultimately helping me get my first job in the biology field and to get into graduate school. I also got my first publication from my tiered mentoring research! I’m really glad I was able to participate in the program; I learned so many critical skills and feel it really helped launch my career.

From Dakota Piorkowski (PhD student Tunghai University, Taiwan; TM participant 2011):

The tiered mentoring summer research program at the University of Akron kick-started my pursuit of a career in research and opened me to the world of science and discovery. In 2011, I helped with work on a project designed by Master’s student Sam Evans under the supervision of Dr. Todd Blackledge studying the effects of starvation on the strength and extensibility of spider dragline silk. I learned how to operate a highly specialized Nanobionix tensile tester, how to test research hypotheses, and presented the data at the program’s fall student symposium. With the knowledge and technical skills I gained through this experience I conducted my own projects with Dr. Blackledge, one of which has since been published in a scientific journal. Another project was conducted in Australia during my stay as a study abroad student where I investigated the biomechanical properties of sticky, prey-capture threads of the Tasmanian cave spider. I have since been pursuing a PhD in ecology and evolution studying spider silks at Tunghai University in Taiwan. Through opportunities that started with the tiered mentoring program at UA, I have been traveling the world, learning about new cultures and speaking different languages all while doing science! Pictures of Dakota’s current research endeavors:        

Steven Lombardo (Master’s from NC State University’s Center for Marine Sciences & Technology 2018; starting PhD at Florida Atlantic University’s Harbor Branch Oceanographic Institute 2018; TM participant 2011):

My time in the tiered mentoring program was my first real, hands-on experience in conducting research outside of the classroom.  I worked in Dr. Brian Bagatto’s lab with, then PhD student, Dr. Chris Marks.  In Dr. Bagatto’s lab we used zebrafish as a model species to explore physiological, morphological, and behavioral adaptations.  My tiered mentoring project examined how phenotypic plasticity is displayed during ontogeny under different conditions of nutritional availability.  This is just a fancy way to say that organisms can show a wide range of physical abilities while they’re young and developing, which can be dependent upon how much food is available.  This project went on to be published shortly after I graduated from UA.  The tiered mentoring program provided experiences outside of the classroom that helped me to become an independent, critical thinker and contributed greatly towards getting accepted into graduate school.  I have since gone on for my master’s; studying the phenological changes in river herring spawning migrations within the Albemarle Sound watershed, NC and how anthropogenic influences have effected their habitat use.  This summer I will be starting a PhD to identify juvenile bonefish habitat in the Bahamas and Florida Keys that will optimize the survival of stocked bonefish, and hopefully help bolster a declining population.  None of my work would have been possible without the start I got in the tiered mentoring program!                

Tim Sullivan (Chiropractor at Lawlor Chiropractic; TM participant 2009-2011):

What better way to gain experience in your field of interest than hands-on learning! I participated in the Tiered Mentoring program for several years as an undergraduate and it was probably the best part of my college experience. I got to study gecko toepad adhesion, which led to three published articles! I participated directly in many different aspects of research. I worked with the geckos, including caring for them, handling them, I assisted with data collection, analysis, and writing the articles. Though I ended up taking a different career path, the experience I had and knowledge I gained in the Tiered Mentoring program was invaluable and is something that I will always be grateful for.

Bryan Brown (PhD from Duke University 2017; currently a Postdoctoral Fellow at Seattle Children’s Research Institute; TM participant 2009-2011):

I participated in the TM program from 2009-2011. TM had a profound impact on my development as a person and as a scientist. I joined TM at a momentous occasion in my professional development. At the time, I was oscillating between pursuing Professional or Graduate school, with a slight lean (and no shortage of trepidation) toward a Professional discipline. Upon joining the TM program and the Weeks lab, I began engaging in broad aspects of research under the tutelage of a PhD student in the lab, Tim Astrop. Shortly thereafter, I had identified a question and project which I began independently pursuing and saw through to completion and publication within a peer-reviewed academic journal. More broadly, the TM program provided the atmosphere and engagement that I needed to flourish, and acted as a conduit between the theory taught in the classroom and the actual practice of Science. I have no doubt that my involvement in the TM program was responsible for setting me on the path that I’m currently pursuing. I couldn’t be happier with where this path has taken me and I’m eternally grateful to the Weeks lab, TM and UA Biology for facilitating these interactions.

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[Past Projects]

Dr. Francisco Moore and E. Ashley Bair

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Project Summary:

Harmful Algae Blooms have been an increasingly frequent problem in freshwater supplies used for recreation and drinking water. A combination of factors, including climate change and industrial and agricultural runoff have lead to intense blooms of algae which can make toxins which are dangerous to humans and wildlife. In recent years, beaches have been closed and public water systems have had to issue no-drink warnings because toxicity has reached dangerous levels. In my lab, I am investigating the consequences of algal bloom treatment and prevention, as well as their effect on aquatic wildlife.

Research skill and activities:

In these projects you will be introduced to image analysis software and basic electronics. While the majority of your skills will be learned at the lab bench and computer screen, there will be field work for sample and data collection in some projects. Anyone coming out to the field will be involved in boating, drone flying (with a headset, which may cause motion sickness), or both (so should not be prone to motion sickness).

Projects:

Project 1: To Clump or Dump – Water treatment plants add chemicals to clump together and remove large particles, including the cyanobacteria cells which make toxins. However, these chemicals can also destroy the cells, which may release toxins into the water. We are investigation how this destruction occurs under various conditions so that treatment plants can be better informed on dosing amounts.

Project 2: The Cost of Toxicity – Why do some cyanobacteria strains produce toxins while others don’t? Even closely related species differ in this ability. Everything a cell does has a cost. To quantify this cost, we are removing toxin genes from cyanobacteria. We will then analyze how this effects its growth rate under different conditions.

Project 3: Hey Fish, don’t eat that! – Cyanotoxins are not just dangerous to humans, they also cause harm to aquatic life! This can negatively impact ecosystems and fisheries. While we know that intense blooms lead to fish kills, we do not have a complete understanding of how non-lethal toxicity might affect fish. Collecting fish during algae blooms, we will analyze their tissue to determine how much toxin they are accumulating and what they are accumulating it from.

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Click here for more information on Dr. Moore’s lab.

[Past Projects]

Dr. Joel Duff and Thomas R Beatman

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Research focus:

I focus on how the intrinsic characteristics of games can be leveraged to aid in learning. Students will have an opportunity to engage in tabletop game testing and design, and exploring how biological concepts can be conveyed through formal and informal gaming experiences.

Despite its presence in the literature for decades, the idea of using games and gameful experiences for learning in both formal and informal environments has been rarely explored from the perspective of content experts or game designers. This explains why for in most cases educational games and gamelike content in the past few decades have frequently failed at being both fun and educational. By not only assessing the underlying educational and design frameworks, we can not only make games that both educate and entertain, but also lay out a cohesive philosophy on how others may do so.

This project involves:

• Aiding and assisting in the design and development of tabletop gameful experiences for learning about biology.
• Transposing gameful experiences into into full fledged games for science communication.
• Surveying the game design, cognitive science, and education literature for key theories and concepts for application, as well as biological topics that can be used in production of games and gameful experiences, as part of a larger synthesis project.

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Click here for more information about Dr. Duff’s lab.

[Past Projects]

Dr. Peter H. Niewiarowski (Biology), Dr. Ali Dhinojwala (Polymer Science), and Austin M. Garner

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Research Description

Geckos and anoles are two groups of lizards which possess adhesive toe pads composed of thousands of microscopic hair-like structures (setae) that generate adhesion when placed against a surface. These lizards can be found in a wide variety of habitats, and move about on surfaces with varying levels of roughness. Thus, our labs are interested in understanding how these lizards adhere to rough surfaces, and if the shape/configuration of setae influence adhesion under these conditions. With this, we hope to gain knowledge that can be applied to the design of synthetic adhesives that can stick under a wide array of conditions. Here are some potential projects in development:

• How does setal shape vary across anoles and geckos?

In this project, the setae of various anole and gecko species will be viewed under a scanning electron microscope and physical measurements taken to better understand the variation in setal shape and configuration.

• How does the adhesion of anoles and geckos differ on surfaces of varying roughness?

Here, the adhesion of live geckos and anoles will be measured on surfaces with different degrees of roughness to obtain data on how roughness affects lizard adhesion.

• How does setal shape impact adhesion of lizard-inspired synthetic adhesives?

Synthetic adhesives will be generated with geometries that mimic the setal shape/configuration found in geckos and anoles. The resulting synthetic adhesives will be tested on surfaces with varying roughness to understand how geometry impacts adhesion on rough surfaces.

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Benefits of this Research Experience

Undergraduate students in the Niewiarowski and Dhinojwala labs will gain an array of critical research skills including: reptile care and handling, live animal performance measurements, experimental design, statistics, microscopy, use of museum collections, surface characterization methods, scientific writing, and more. Additionally, many of the undergraduate students in our labs have been co-authors on several papers published in peer-reviewed journals (see below)!

 

 

 

 

*Denotes undergraduate student

Niewiarowski, P. H., Lopez, S., Ge, L., Hagan, E.* and Dhinojwala, A. (2008). Sticky gecko feet: the role of temperature and humidity. PLoS. ONE 3, e2192.

Niewiarowski, P. H., Stark, A., McClung, B.*, Chambers, B.* and Sullivan, T.* (2012). Faster but Not Stickier: Invasive House Geckos Can Out-Sprint Resident Mournful Geckos in Moorea, French Polynesia. J. Herpetol. 46, 194-197.

Stark, A. Y., Sullivan, T. W.* and Niewiarowski, P. H. (2012). The effect of surface water and wetting on gecko adhesion. J. Exp. Biol. 215, 3080-6.

Stark, A. Y., Badge, I., Wucinich, N. A.*, Sullivan, T. W.*, Niewiarowski, P. H. and Dhinojwala, A. (2013). Surface wettability plays a significant role in gecko adhesion underwater. Proc Natl Acad Sci U S A 110, 6340-5.

Stark, A. Y., Wucinich, N. A.*, Paoloni, E. L.*, Niewiarowski, P. H. and Dhinojwala, A. (2014). Self-drying: a gecko’s innate ability to remove water from wet toe pads. PLoS ONE 9, e101885.

Stark, A. Y., McClung, B.*, Niewiarowski, P. H. and Dhinojwala, A. (2014). Reduction of water surface tension significantly impacts gecko adhesion underwater. Integr. Comp. Biol 54, 1026-33.

Badge, I., Stark, A. Y., Paoloni, E. L.*, Niewiarowski, P. H. and Dhinojwala, A. (2014). The role of surface chemistry in adhesion and wetting of gecko toe pads. Scientific Reports 4, 6643.

Stark, A. Y., Ohlemacher, J.*, Knight, A.* and Niewiarowski, P. H. (2015). Run don’t walk: locomotor performance of geckos on wet substrates. J. Exp. Biol. 218, 2435-41.

Stark, A. Y., Palecek, A. M.*, Argenbright, C. W., Bernard, C.*, Brennan, A. B., Niewiarowski, P. H. and Dhinojwala, A. (2015). Gecko adhesion on wet and dry patterned substrates. PLoS. ONE 10, e0145756.

Stark, A. Y., Dryden, D. M., Olderman, J.*, Peterson, K. A., Niewiarowski, P. H., French, R. H. and Dhinojwala, A. (2015). Adhesive interactions of geckos with wet and dry fluoropolymer substrates. J. R. Soc. Interface 12, 20150464.

Stark, A. Y., Subarajan, S.*, Jain, D., Niewiarowski, P. H. and Dhinojwala, A. (2016). Superhydrophobicity of the gecko toe pad: biological optimization versus laboratory maximization. Phil. Trans. R. Soc. A 374, 20160184.

Klittich, M. R., Wilson, M. C., Bernard, C.*, Rodrigo, R. M.*, Keith, A. J.*, Niewiarowski, P. H. and Dhinojwala, A. (2017). Influence of substrate modulus on gecko adhesion. Scientific Reports 7, 43647.

Garner, A. M.*, Stark, A. Y., Thomas, S. A. and Niewiarowski, P. H. (2017). Geckos go the Distance: Water’s Effect on the Speed of Adhesive Locomotion in Geckos. J. Herpetol. 51, 240-244.

[Past Project]

Dr. Brian Bagatto and Jen Piechowski

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Electronic cigarettes have been in use for slightly longer than a decade and little is currently known about their potential health implications, particularly on embryonic development.  We are looking to understand the impact vaping has on cardiovascular development using zebrafish embryos as a model for human embryonic vapor exposure.  Zebrafish are a common model organism used in vertebrate developmental research.  They are easily maintained, have short developmental time frames, and typically produce large numbers of offspring from a single breeding event.  In addition, zebrafish offer the ability to view the developing heart noninvasively, via microscope, due to their lack of body pigmentation during early developmental stages.  Videos of the beating heart and vasculature can then be recorded and cardiovascular measurements obtained.  We are currently seeking one undergraduate student to assist in the preliminary stages of this project as part of the Tiered Mentoring Program in Biology.

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Click here for more information on Dr. Bagatto’s lab.

[Past Projects]

Dr. Richard Londraville and Carrie Buo

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Project one

Combine behavioral biology and engineering by joining the fish maze team! We are creating a maze that will measure associate learning capacity in both wild type and mutant zebrafish. Duties include:

• Assisting with the design and construction of the maze
• Collecting data
• Analyzing data / fish behavior
• Fish care

If you are interested in studying the way diabetic-like mutations affect intelligence, this is the lab for you!

Project two

Learn molecular biology techniques by participating in an ongoing genotyping project. Student(s) will learn PCR and gel electrophoresis to genotype zebrafish from fin clips. Earn credit while gaining valuable experience in lab procedures.

 

 

 

 

 

 

 

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Click here for more information on Dr. Londraville’s lab.