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RESEARCH IN PSYCHOLOGY

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Impostor Syndrome and Diversity: Race, Ethnicity, and Generation
By Alejandra M. Ponce

 

INTRODUCTION

While high-achieving students are admirable in their efforts and accomplishments, their personal well-being is cause for concern. While one would assume that hard-working academic students acknowledge themselves for the work they accomplish, sometimes students will trudge through their scholastic journeys and accept their accolades with shame, guilt, and/or fear—even after being awarded for their achievements. This phenomenon can be attributed to impostor syndrome, which involves chronic self-doubt and fear of being exposed as a fraud in connection to feelings of incompetence, inadequacy, and an inability to feel self-pride or internalize accomplishments (Bravata et al., 2019; Cokley et al., 2017). Previous research has linked impostor syndrome to emotional and physical exhaustion, generalized anxiety, diminished workplace performance, and even decreased diversity in institutional leadership positions (Bravata et al., 2019; Cokley et al., 2017; Moyer et al., 2021; Rivera et al., 2021). Although research findings recognized that impostor syndrome is common as well as personally and socially detrimental to the individuals experiencing it, there seems to be conflicting evidence about how exactly it affects people, specifically students in universities.

Other factors that have been previously implicated in research on impostor syndrome include general mental health (Bernard et al., 2017; Cokley et al., 2013; Cokley et al., 2017; Cusack et al., 2013), perfectionism (Cusack et al., 2013, Pannhausen et al., 2020; Rohrmann et al., 2016), and self-esteem (Cusack et al., 2013; Ibrahim et al., 2020). Moreover, previous research has suggested complex associations between impostor syndrome and race and ethnicity (Ayesiga, 2022; Bernard et al., 2017; Cokley et al., 2013; Cokley et al., 2017; Jackson et al., 2022) while leaving first-generation student status largely unexplored. Therefore, this study aimed to explore the possible differences in experiences of impostor syndrome in ethnically and racially underrepresented and first-generation students in comparison to represented and continuing-generation students, respectively. In this mixed methods study, potential links between diversity-related variables such as race, ethnicity, and first-generation student status relative to impostor syndrome and other personal variables were investigated.

METHODS

Quantitative Study

Participants

Upon approval from the Institutional Review Board (IRB) at the University of Massachusetts Dartmouth, participants were recruited through physical flyers (see Appendix A) posted around academic buildings on campus, where a quick response (QR) code directed them to the survey on Qualtrics. Data was collected from a sample of 39 participants. 7 of the survey responses were removed from the data analysis due to incomplete responses. Demographic information of the sample (n = 32) is summarized in Table 1. The sample mostly consisted of female (81.3%), White (81.3%) upperclassmen in the College of Arts & Sciences (71.9%) at the University of Massachusetts Dartmouth. Participants were given $10 gift cards upon participation.

Instruments

Demographics. Participants were asked to report demographic information such as their gender assigned at birth, gender identity, age, race, ethnicity, current cumulative grade point average (GPA), major, current year of study, whether they identified as a first-generation student, and the educational levels of their parents or legal guardians. All these variables were suspected, or have shown, to be associated with impostor syndrome.

Impostor Syndrome. Feelings of impostor syndrome among participants were measured using the Clance Impostor Phenomenon Scale (CIPS; Clance & Imes, 1978). The CIPS is a 20-item scale rated on a 5-point Likert scale ranging from 1 (not at all true) to 5 (very true). Sample items include “I can give the impression that I’m more competent than I really am” and “I’m afraid people important to me may find out that I’m not as capable as they think I am.” Total scores on the instrument are summed with final scores between 20-100. Higher scores indicate greater feelings of impostor syndrome. Holmes and colleagues (1993) reported high internal consistency reliability of the scale ( = .96). The scale had an internal consistency of = .93.

General Mental Health. To account for general state of mental well-being, participants completed the Mental Health Inventory-5 (MHI-5; Berwick et al., 1991). A 6-point scale ranging from 1 (all of the time) to 6 (none of the time) is used to measure the 5-item scale. Sample items include “During the past month, how much of the time were you a happy person?” and “How much of the time, during the past month, have you been a very nervous person?” The scale is scored from 0 to 100 (items 1 and 2 are reverse-coded) with a score of 100 indicating excellent mental health. A Cronbach’s alpha of .84 was previously found for the scale (Nearchou et al., 2019), but had a poor internal consistency of = .25.

Perfectionism. The Frost Multidimensional Perfectionism Scale (FMPS; Frost et al., 1990) is a 35-item scale that measures perfectionism on four subscales: concern over mistakes and doubts about actions, concern with parental expectations, high personal standards, and concern with organization. However, a total score was used in this study. Sample items include “My parents set very high standards for me” and “Organization is very important to me.” A 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) is used to measure responses, with higher scores indicating higher perfectionistic tendencies. A Cronbach’s alpha of .93 was found for the total scale (Pannhausen et al., 2020). The scale had an internal consistency of = .93.

Self-Esteem. As for self-esteem, the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) was used. The RSES contains 10 items and measures responses with a 4-point Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree). Sample items include “On the whole, I am satisfied with myself” as well as “At times I think I am no good at all.” Scores on the scale are summed and total scores range from 4 to 16 with higher scores indicating higher self-esteem. A Cronbach’s alpha of .84 was previously found for the scale (von Collani & Herzberg, 2003), but had a very poor internal consistency of = .09.

Diversity-Related Stressors. To measure stressors that are generally experienced by the student population as well as those uniquely experienced by students that are underrepresented, the Minority Status Stress Scale (MSSS; Smedley et al., 1993) was used. The MSSS is a 33-item scale utilizing a 6-point Likert scale ranging from 0 (does not apply) to 5 (extremely stressful). There are six subscales: achievement stressors, environmental stressors, race-related stressors, intrapersonal stressors, interpersonal stressors among ethnic minority groups, and interpersonal stressors with White people. Sample items include “The university is an unfriendly place” as well as “Being treated rudely or unfairly because of my race.” Subscale and total scores may be used, but for the purposes of this study, only total scores were used. Total scores on the scale are summed and range from 0 to 185 with higher scores suggesting more feelings of diversity-related stress. Internal consistency of the scale has been reported with a Cronbach’s alpha of .92 (Greer & Chwalisz, 2007). The scale had an internal consistency of = .96.

Qualitative Study

Participants

Upon approval from the IRB at the University of Massachusetts Dartmouth, participants were asked at the end of the Qualtrics survey whether they were willing to take part in the second phase of the research. Participants were given the option to input their school email address as an indication that they were interested in being contacted to schedule an in-person interview. Participants were made aware that agreeing to participate and inputting their school emails would allow the student and primary investigators access to their quantitative survey data, which was used to identify whether the participant met the inclusion criteria for the in-person interviews. Data was collected from a sample of 4 participants, all female, between the ages of 20 and 22. All the participants fit the inclusion criteria, which included identifying as a non-White race, as part of an ethnic group, or as a first-generation student. Each participant was also required to have experienced moderate to intense impostor feelings, according to their CIPS scores (Clance & Imes, 1978). Participants were given $20 gift cards upon participation.

Instruments

In-Person Interviews. A qualitative descriptive design, as explained by Sandelowski (2000) was used for the method. An in-person, responsive interview technique following a conversational guide (Rubin & Rubin, 2012) was conducted. Interviews were 15-30 minutes in duration and were conducted on campus in quiet, private locations. The student researcher completed the interviews. All interviews were audio recorded using Zoom, so than an electronic transcript could be prepared later on. Only voices were heard, and no images were recorded of the student researcher or conversational partner. Questions on the interview guide included general, open-ended inquiries about impostor syndrome as experienced by the individual (see Appendix B).

RESULTS

Quantitative Study

Spearman’s rho correlations were conducted to analyze potential relationships between study variables, as illustrated in Table 2. No correlations were found relating to race. As for ethnicity, no significant correlations were found with regards to the personal variables analyzed such as impostor syndrome, mental health, perfectionism, self-esteem, and diversity-related stressors. However, significant correlations were found for impostor syndrome and low self-esteem (r = -.36, p = .045), and impostor syndrome and perfectionism (r = .65, p < .001). No other significant correlations among the personal variables were observed.

A hierarchical multiple regression analysis showed that model 1: first-generation student status and ethnicity (step 1) explained 4% of the variance but was nonsignificant. Entry of personal variables, such as perfectionism, mental health, self-esteem, and diversity-related stress added a significant amount of variance to the model, explaining 55% of the variance, More specifically, perfectionism was the only significant factor ( = .60, p  < .001). The hierarchical multiple regression analysis for the variables of interest is displayed in Table 3.

 

Table 1: Demographic information of the sample (n = 32).

Variable Mean SD n %
Age (years) 22.1 6.48
GPA 3.30 0.782
Gender Assigned at Birth

Female

Male

  

 

  

28

4

  

87.5

12.5
Gender Identity

Female

Male

Prefer not to say

  

26

5

1

  

81.3

15.6

3.1
Race

American Indian or Alaska Native

Asian

Black or African American

Native Hawaiian or Pacific Islander

White or Caucasian

Other

  

 

  

1

1

5

1

26

1

  

3.1

3.1

15.6

3.1

81.3

3.1
Ethnicity

Hispanic or Latino or Spanish Origin

Not Hispanic or Latino or Spanish Origin

  

4

28

  

12.5

87.5
First-Generation Student

Yes

No

  

11

21

  

34.4

65.6
Parent or Legal Guardian Education Level

Less than College

Some College or More

  

25

39

  

39.1

60.9
Major

Charlton College of Business

College of Arts and Sciences

College of Engineering

College of Nursing & Health Sciences

College of Visual & Performing Arts

  

2

23

3

3

1

  

6.2

71.9

9.3

9.3

3.1
Year

Freshman (1st year)

Sophomore (2nd year)

Junior (3rd year)

Senior (4th year)

  

2

8

13

9

  

6.3

25.0

40.6

28.1

 

Table 2: Correlations between race, ethnicity, personal variables, and diversity-related stressors (n = 32).

Variables 1 2 3 4 5 6 7
1. Race –
2. Ethnicity – –
3. Impostor Syndrome – .18 –
4.Perfectionism – -.31 .65** –
5. Self-Esteem – -.22 -.36* -.21 –
6.Diversity-Related Stressors – -.25 -.05 .11 -.21 –
7.Mental Health – -.13 -.29 -.16 .53 .30 –
Key: ** p < .001, * p < .05

 

Table 3: Hierarchical multiple regression analysis for demographic and personal variables influencing impostor syndrome (n = 32).

Step and Predictor Variable B SE B Beta R2 R2
Step 1:

Demographic Variables

 .04
First-Generation Studenta 2.48 6.17 .08
Ethnicityb 7.63 8.89 .16
Step 2:

Personal Variables

 .55 .52
Perfectionism .44 .10 .60***
Mental Health -1.54 .91 -.27
Self-Esteem -.71 .87 -.13
Diversity-Related Stressors .02 .09 .04
Note. *** p < .001

a Coded: 0 = yes, 1 = no

b Coded: 0 = Hispanic, Latino, Spanish origin, 1 = not Hispanic, Latino, Spanish origin

Qualitative Study

Transcripts underwent inductive content analysis. Individual transcripts were reviewed for relevant segments that were coded based on study aims. Coded segments were entered into an excel file, collapsed into categories, and finally into representative themes. Any quotations from participants used in the results and discussion were presented anonymously.

The participants reported experiencing impostor syndrome mostly at school, and in some cases, at work, particularly when put into leadership roles. Participants described impostor syndrome related to academic pursuits as feeling like they are “not good enough.” They also reported “feeling like [they] didn’t belong there,” especially in regard to science, technology, engineering, and mathematics (STEM) majors and the Honors College. One participant reported changing majors, and another reported dropping out of the Honors program altogether due to severe feelings of impostor syndrome. They both described that the feelings of impostor syndrome “didn’t allow [them] to continue” in either major or program.

Moreover, in both student and work roles, participants described having chronic, significant self-doubt and engaged in negative self-talk. In most cases, the participants’ family members, supervisors, and professors believed in the ability of the participant more than the participants believed in their own abilities. Some contributing factors to feelings of impostor syndrome, as reported by the participants, included being a first-generation college student, experiencing parental pressure to achieve, and competition with siblings. These contributing factors appeared to promote more negative self-talk, including statements like “I feel like I am not as smart as my siblings.”

When receiving awards and accolades, all participants reported discomfort and claimed feeling like “[they] didn’t deserve it” and “didn’t want to sound like [they] have a big ego.” One participant reported that she hides her awards under her bed rather than displaying them.

All participants described themselves as being kind, caring, and giving individuals with more introverted personality types and perfectionistic tendencies. Interestingly, despite their feelings of impostor syndrome, all participants also reported moderate to moderately high self-esteem.

Lastly, when asked whether their feelings of impostor syndrome progressed over the years, participants reported decreased feelings of impostor syndrome. They attributed their lessened feelings of impostor syndrome with increased self-assurance facilitated by faculty, therapists, and friends. Religious and spiritual faith also seemed to be a protective factor against feelings of impostor syndrome.

Discussion

Research investigating impostor syndrome and its manifestation and influence in underrepresented groups are often complex and inconclusive (Cokley et al., 2013; Cokley et al., 2017), especially when also considering more personal variables, such as perfectionism and self-esteem (Cusack et al., 2013; Ibrahim et al., 2020; Pannhausen et al., 2020; Rohrmann et al., 2016). This study investigated the potential relationship between impostor syndrome and diverse social identifiers such as race, ethnicity, and first-generation status, and how it manifests in the experience of impostor feelings. The study was also concerned with determining predictors of impostor syndrome. It was hypothesized that underrepresented and first-generation students would experience impostor syndrome more severely than majority and continuing-generation students as a product of interpersonal and environmental stressors that may come with identifying as a non-White race, being part of an ethnic group, or being a first-generation student. It was also hypothesized that those variables would serve as predictors of impostor syndrome. It was observed, however, that students experienced impostor syndrome similarly across the board, with no notable difference in the manner in which underrepresented and first-generation students experienced impostor syndrome. It was also observed that identifying as a non-White race, as part of an ethnic group, or as a first-generation student were not effective predictors of impostor syndrome. Instead, a significant positive relationship was found for impostor syndrome and perfectionism, and a significant negative relationship was found for impostor syndrome and self-esteem. As for predictors, only perfectionism was shown to be a significant predictor of impostor syndrome.

Correspondence with Prior Research

Aligned with prior research investigating the variables of perfectionism and self-esteem in relation to impostor syndrome, this study also found evidence of a significant positive relationship between impostor syndrome and perfectionism (Cusack et al., 2013; Pannhausen et al., 2020; Rohrmann et al., 2016). As for the variable of self-esteem, this study was able to find a significant negative correlation for impostor syndrome and self-esteem, which supports findings in some prior research (Pannhausen et al., 2020; Rohrmann et al., 2016), but opposes other studies that did not find a significant relationship between impostor syndrome and self-esteem (Cusack et al., 2013), or only found a significant relationship between self-esteem and a specific aspect of impostor syndrome rather than with the concept as a whole (Ibrahim et al., 2020).

As for the variables that yielded nonsignificant results, this study was unable to find a significant correlation between impostor syndrome and mental health that has previously been found in other studies (Cokley et al., 2013; Cusack et al., 2013). While other studies have revealed correlations between minority status stress and impostor syndrome (Cokley et al., 2013), as well as evidence of influences of impostor syndrome on ethnic minority students (Cokley et al., 2017), none of the findings in this study yielded significant correlations between impostor syndrome and race or impostor syndrome and ethnicity.

Considering the resulting themes of the qualitative interviews, the findings of this study resembled findings of prior qualitative studies (Ayesiga, 2022; Jackson et al., 2022). Primarily, feelings of invalidation and not belonging were echoed in the interviews in this study. However, themes involving race or ethnicity were not overarching themes. If mentioned, they were only mentioned briefly.

Potential Mechanisms

Although not a major focus of this study, perfectionism was found to be significantly, positively correlated with impostor syndrome. As the concept of impostor syndrome heavily focuses on aspects of inadequacy and incompetence, it is logical that perfectionism would be related to impostor syndrome. Whether as a means of compensating or as a means of disguising oneself, it is possible that people experiencing impostor syndrome will develop perfectionistic tendencies as a way of managing their impostor feelings. The opposite may be true as well. It may be that people who develop excessive perfectionistic tendencies succumb to feelings of impostor syndrome as a result of always needing everything to be perfect and the impossibility of a perfect outcome. Regardless, perfectionism is often one of the factors contributing to student success because of their self-discipline, attention to detail, and organizational qualities. Thus, perfectionism may perpetuate a cycle with impostor syndrome, where the higher the perfectionistic tendencies are, the more likely people are to become wary of their success, and the more fearful people are of being discovered as a fraud, the more they become perfectionists to presumably avoid being exposed.

Furthermore, perfectionism was also found to be an independent predictor of impostor syndrome. This suggests that higher perfectionistic tendencies may become maladaptive to the individual, and thus create significant dissatisfaction with the self, followed by feelings of unworthiness and insufficiency—both of which are significant aspects of impostor syndrome. As mentioned before, as perfectionism and perfectionistic tendencies are often contributors to student success, this also suggests that there may be an optimal level of perfectionism, and any higher than the optimal level may contribute to feelings of impostor syndrome and become detrimental to the individual.

Moreover, as impostor syndrome is conducive to negative feelings of the self, including feelings of unworthiness, it is almost intuitive that self-esteem would be negatively impacted, despite prior research not finding consistently significant correlations between impostor syndrome and self-esteem. However, this significant finding needs to be taken with a grain of salt. The scale used to measure the general mental health of the participants yielded a poor value of internal consistency in the study. As such, the validity of the significant finding is compromised and requires further evaluation.

Unexpected Results

It was expected that significant correlations between impostor syndrome and race, ethnicity, and first-generation status would occur, as well as some evidence that these variables can act as predictors of impostor syndrome. However, that was not the case. None of these variables yielded significant results. This may be for several reasons. Primarily, it is possible that the demographic composition of the sample was not diverse enough to detect any differences in impostor syndrome between races or ethnicities. As the sample of the quantitative data was 81.3% White (Table 1), it is highly likely that the sample lacked the representation it needed in order to find significant findings for factors of race and ethnicity. Not to mention, only 34.4% of the participants were first-generation students, and thus may have also affected the results of the study.

However, the participants in the qualitative study, all of whom were either or both Black and Hispanic, also placed little importance on the role of their race or ethnicity in its contribution to their feelings of impostor syndrome. As such, it is possible that the demographic composition of the University of Massachusetts Dartmouth affected the environmental stressors that come with identifying as a non-White race, as part of an ethnic group, or as a first-generation student, which then affected the results of the study. Prior research on these variables has been conducted with samples of students in predominately White universities with very little diversity, whereas the University of Massachusetts Dartmouth often prides itself on its diverse student body (UMass Dartmouth, 2023). As such, it is possible that the environment on campus does not produce feelings of hypervisibility in terms of race (Jackson et al., 2022) or perhaps students on campus do not face as many instances of discrimination relative to other students in predominately White universities (Cokley et al., 2013), which may neutralize factors of race, ethnicity, or first-generation status when considering variables related to impostor syndrome.

Furthermore, although general mental health was not a variable that was heavily focused on, it was expected that it would yield a significant, negative correlation with impostor syndrome. However, a nonsignificant correlation was found (Table 2), opposing previous research (Cokley et al., 2013; Cusack et al., 2013). This may be due to the poor internal consistency of the scale used ( = .25.) and the small sample size employed for the statistical analyses.

Limitations

As the current study was conducted with very small sample sizes, the samples are likely not representative of the larger population, and thus bring to question the results that would come from larger sample sizes. In addition to sample size, it is important to consider that the sample in the quantitative study was predominately White (81.3%; Table 1), which may have also skewed the results, as other races and ethnicities may not have been adequately represented. Moreover, the quantitative study was conducted via a survey online and the qualitative survey was conducted in person with the interviews recorded on Zoom. It is possible that the results of the study were skewed by self-report bias, as participants may be unwilling to report or be unaware of the true values of the variables the study was measuring. Correspondingly, the results may also be impacted by social desirability bias, in which the participants enhance the portrayal of themselves. Especially considering most of the sample in this study had moderate to intense feelings of impostor syndrome, it is not unlikely that they would skew their responses in order to keep up with appearances and not expose themselves as frauds, as is crucial to the experience of impostor syndrome.

Implications and Future Directions

The results of the current study suggest that perfectionism is both correlated and is an independent predictor of impostor syndrome, while other variables related to diversity, such as race, ethnicity, and first-generation status are not. Future studies should attempt to replicate this study using larger and more diverse sample sizes to reconsider the potential links between diversity-related variables and impostor syndrome. In addition, more research should be conducted on this almost unanimous correlation found between impostor syndrome and perfectionism, as perfectionism may be a viable path to understanding the mechanism of impostor syndrome and can even potentially be used to screen people for impostor syndrome. These studies may also be used to develop interventions that will decrease harmful perfectionistic tendencies and, in turn, hopefully decrease impostor feelings. Additionally, future researchers should also explore the long-term implications of these elevated levels of perfectionism and impostor syndrome.

 

References

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von Collani, G., & Herzberg, P. Y. (2003). “Eine revidierte Fassung der deutschsprachigen skala zum selbstwertgefühl von rosenberg.” Zeitschrift Für Differentielle Und Diagnostische Psychologie, 24(1), 3–7. https://doi.org/10.1024//0170-1789.24.1.3

 

Appendix A

 

 

Appendix B

RESEARCH IN CHEMISTRY

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Inhibition Effects of Blueberries on α-Glucosidase

By Joshua Bernadin

 

Abstract

Type-2 diabetes is an epidemic. Blueberries could hold the key to a new natural form of prevention and possible treatment. The antioxidants in blueberries could inhibit the enzyme α-glucosidase, which can lower blood sugar spikes. An in vitro assay was performed to study the inhibition effects of blueberries on α-glucosidase. The IC50 was found to be 1.0 mg/mL.

Introduction

Type-2 diabetes is an epidemic level disease. Of the 38 million Americans who have diabetes, 90% of them have type-2 (1, 2). Type-2 diabetes is characterized by a resistance to a hormone called insulin which aids in the transfer of sugar from the blood into cells for usage and storage. A resistance to insulin causes blood sugar spikes that can lead to loss of eyesight, nerve damage, and many other problems. Better lifestyle choices like diet and exercise have been proven to help prevent type-2 diabetes. However, due to genetic predisposition to contracting type-2 diabetes and the number of people who have it already, further prevention measures and possible treatments are needed.

There are many treatments available in today’s market for type-2 diabetes (1, 2). They all have their benefits and disadvantages, but they are all effective. Insulin injections introduce more insulin into the body to go past the resistance in type-2 diabetics. These injections are taken daily and are painful due to the injection happening over the pancreas. Metformin is a drug that lowers the glucose production in the liver. If not taken with food, it can cause GI issues. DPP-4 inhibitors stop the breakdown of GLP-1 and GIP hormones. These hormones regulate glucose levels in the body. There are different agonists for GLP-1 and GIP receptors, but these cause weight loss. People started using these receptor agonists as weight loss supplements leading to a shortage. Although all of these treatments are effective, most of them have side effects and are very expensive. In 2022, over $400 billion was spent on these treatments creating a need for a cheaper alternative.

α-Glucosidase inhibition was used for type-2 diabetes treatment. α-Glucosidase is an enzyme that resides in the small intestine that breaks down complex carbohydrates into glucose through hydrolysis (3). In type-2 diabetics, this leads to sharper blood sugar spikes due to the absorption of glucose. Drugs, like acarbose with an IC50 of 2 µg/mL, completely inhibits the activity of α-glucosidase. This has the consequence of making these complex carbohydrates act as fiber, leading to GI issues. In order to use α-glucosidase inhibition for treatment and/or management of type-2 diabetes, partial inhibition of α-glucosidase is key.

Blueberries may hold the key to this partial inhibition. Blueberries are rich in polyphenolic antioxidants like flavonoids and anthocyanins. Previous experimentation has shown that these antioxidants have neuronal protective properties that could aid in the prevention of Alzheimer’s disease (4-7). This antioxidant activity could be used on α-glucosidase as preventative care or a possible treatment for type-2 diabetes.

Experimental

Blueberry Extract

The antioxidants in blueberries were extracted using a solvent mix of 40:40:19:1 of acetone, methanol, water, and formic acid. 500 g of fresh blueberries yielded 778 mg of the extract. This extraction created a dark violet powder (6, 7).

α-Glucosidase Inhibition Assay

The inhibition of α-glucosidase was determined in a 6.8 pH phosphate buffer in the presence and absence of the blueberry extract at 1, 0.5, 0.25, and 0.125 mg/mL concentrations in a final volume of 100 µL. Acarbose was used as a positive control. α-Glucosidase was incubated with the blueberry extract for 30 minutes in a dark area. Para-nitrophenol-α-D-glucoside (pNPG) was added to measure the activity of α-glucosidase. These samples were placed in a 96 well microplate. As soon as pNPG was added, the samples were placed in a spectrophotometer at 410 nm measuring the kinetic activity for an hour using SpectraMax M5 plate reader (Molecular Device, Sunnyvale, CA). Measurements were taken every minute. Using the average rates of absorption, the inhibition % was calculated using the following equation:

The inhibition assay was used to calculate the IC50 of the blueberry extract. All measurements had multiple runs with n= 5-8.

Results

The α-glucosidase activity assay is based on the hydrolysis of pNPG, which release the glucose and p-Nitrophenol (yellow color) with absorbance at 410 nm. As shown in Figure 1, α-glucosidase showed strong activity of hydrolysis of pNPG, and acarbose, a known inhibitor of α-glucosidase completely inhibits the activity of α-glucosidase. The assay was used to examine the inhibition effect of the blueberry extract on α-glucosidase.
Figure 1: Kinetics of α-glucosidase activity assay using pNPG as the substrate with monitoring absorbance at 410 nm.
Figure 2: These figures shows the experimental samples before (left) and after (right) analysis in the spectrophometer. From top to bottom, the rows are enzyme control and enzyme with respective contractions of blueberry extract.

As shown in Figure 2, in samples containing the blueberry extract, little color change was reported. Through the rate of absorption given by the spectrophotometer, inhibition of α-glucosidase by blueberry extract was shown in a concentration dependent manner (Table 1 and Figure 3).

Table 1: Percentage inhibition of α-glucosidase by different concentration of blueberry extract

Figure 3: This graph shows how the inhibition % changes as concentration changes.

The IC50 of blueberry extract was calculated through the concentration dependent inhibition curve (Figure 3), and was estimated to be 1 mg/mL of the extract, which is equivalent to 0.64 g/mL of fresh blueberries.

Conclusion

The inhibition of α-glucosidase was seen at each concentration tested. The IC50 was measured to be 1 mg/mL of the blueberry extract, equivalent to 0.64 g/mL of fresh blueberries. This shows that the blueberry extract, although not as potent as acarbose, can effectively inhibit α-glucosidase partially. This partial inhibition can be the key to future preventative care and treatment for type-2 diabetes.

If given the chance, future studies would measure inhibition kinetics and mechanisms to test the fidelity of the blueberry extract and which antioxidants in the extract cause the α-glucosidase inhibition. This would lead to in vivo studies to test if blood sugar spikes are lessened with the active antioxidant. Afterwards, the blueberry extract’s inhibition effects would be tested on other enzymes and oxidative species that cause other issues. In conclusion, type-2 diabetes may find a new preventative measure or treatment through blueberries. For now, a few blueberries after a carb heavy meal may go a long way for preventing type-2 diabetes.

 

References

American Diabetes Association. “What Are My Options for Type 2 Diabetes Medications? ADA.” Diabetes.org, American Diabetes Association, diabetes.org/health-wellness/medication/oral-other-injectable-diabetes-medications.

Centers for Disease Control and Prevention. “Type 2 Diabetes.” Centers for Disease Control and Prevention, 18 Apr. 2023, www.cdc.gov/diabetes/basics/type2.html.

Daou, Mariane, et al. “In Vitro α-Glucosidase Inhibitory Activity of Tamarix Nilotica Shoot Extracts and Fractions.” PLOS ONE, vol. 17, no. 3, 14 Mar. 2022, p. e0264969, https://doi.org/10.1371/journal.pone.0264969.

Costa, Sophia (2022). “Neuronal Protective Effects of Blueberries against Oxidative Stress on Human Neuroblastoma Cells and Anti-Amyloidogenic Properties.” Thesis, Chemistry and Biochemistry, University of Massachusetts Dartmouth. umassd.primo.exlibrisgroup.com/discovery/delivery/01MA_DM_INST: umassd_library/12133216540001301.

Roderick, Chelsea (2022), Phytochemical profiling of blueberries and their neuronal protection through the inhibition of tyrosinase and acetylcholinesterase: a thesis in Chemistry and Biochemistry, University of Massachusetts Dartmouth.

Samani, Pari (2022). “Anti-inflammatory Properties and Neuroprotective Effects of Blueberries – an implication for the prevention of Alzheimer’s disease.” Dissertation in Chemistry and Biochemistry, University of Massachusetts Dartmouth.

Samani, P.; S. Costa; S. Cai (2023). “Neuroprotective Effects of Blueberries through Inhibition on Cholinesterase, Tyrosinase, Cyclooxygenase-2, and Amyloidogenesis.” Nutraceuticals 3, 39-57. https://doi.org/10.3390/nutraceuticals3010004.

RESEARCH IN MECHANICAL ENGINEERING

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Fluid-Structure Interaction of Flexible Thin Sheet

By Josiah Cassidy

 

Introduction

The environmental effect and limited supplies of fossil fuel energies have prompted extensive study into the creation of innovative and diversified methods to produce electrical energy. Parallel to this, systems capable of cheaply producing limited amounts of energy to power remote or isolated devices, for which connection to the standard electrical network is unfeasible due to cost or technical complexity, have also received special attention. These two factors have heightened interest in methods capable of producing self-sustaining vibrations of a solid or flexible substrate and converting the accompanying mechanical energy into electrical power. The conversion of kinetic energy from geophysical movements such as tidal currents, winds, and river flows into electricity is particularly interesting due to this energy source’s widespread availability and low environmental impact. Several mechanisms, such as vortex-induced vibration, flutter, and coupled- mode flutter instability of the flexible plate in a steady flow, have been identified through research on fluid–structure interactions (FSI) [1]. In this scenario, it is well known that the flat equilibrium state of the plate becomes unstable above a certain flow velocity, at which point significant amplitude dynamic vibrations can form on the structure. The goal of the proposed project is to investigate the capacity to generate electrical power from the self-sustained oscillations of a flexible plate caused by this fluttering instability by converting mechanical strain into electric potential using multiple embedded piezo electronic sensors.

Methods

Through a set of water tunnel experiments, we investigated the onset of flexible plate’s dynamic instability and the occurrence of possible limit cycle oscillations as a function of flow velocity and geometrical dimensions. We studied the effect of the geometrical parameters, such as the ratio between the length, width, and thickness of the plate, on the onset of the instabilities. The flexible plate was fabricated by pouring silicon rubber into 3D-printed molds to ensure both shape accuracy and structural flexibility. During this process, multiple piezoelectric sensors were embedded at various locations across the plate. The experiments for the dynamic response measurement were conducted in a re-circulating water tunnel facility at FSI LAB at UMass Dartmouth. To be able to conduct the experiment in our water tunnel, we have also designed a setup that will secure the flexible plate in the water tunnel shown in Figure 1.
Figure 1: Model of Flexible Plate Setup

The structural response of the system was measured using the embedded piezoelectric sensors purchased with OUR grant funds. Each piezoelectric sensor was connected using full bridge rectifiers to separate inputs of the Arduino in order to collect each sensor’s data separately but simultaneously. As the flexible plate starts to oscillate, it causes a strain in the sensor which transfers data to the Arduino in the form of voltage measurements based on the amount of strain experienced. Using this setup, we performed experiments with various sensors locations along the flexible plate. This method allowed us to find how the strain in the sensor changes based on not only the fluid flow and the flexible plate’s aspect ratio but also the geometric location of the piezoelectric sensor. Throughout this spring semester, many changes needed to be made in order for this setup to operate accurately and efficiently. First, new molds need to be designed and 3D printed so that we can do testing with many different aspect ratio flexible plates. We also needed to adjust the mounting setup for the flexible plate so that it would be fixed securely in the water tunnel. We made these adjustments by redesigning the holder in SOLIDWORKS to better support the flexible plate when oriented vertically. Other modifications were added like screws to secure the flexible plate in place during testing. Next, we adjusted our Arduino setup in order to accommodate 4 data inputs. This allows us to read data from multiple piezos on a single flexible plate during testing at the same time. A picture of the flexible plate during testing in the water tunnel is shown below in Figure 2.
Figure 2: Flexible Plate in Water Tunnel

Results

Figure 3 shows one of our flexible plates and an example of piezo placement in the plate. Some preliminary results are shown in Figure 4.
Figure 3: Placement of piezoelectric sensors in flexible plate
Figure 4: Graph comparing voltage output to water tunnel speed

The y-axis shows average voltage which was found from data collection through the use of the Arduino. This data was streamed to an excel file where it was averaged for each water tunnel speed test. Across the x-axis is the speed of the water flow in the water tunnel in meters per second. From this preliminary testing, we observed a higher voltage output from piezos placed toward the front of the flexible plate when compared to the rear. This could be due to the greater amount of change in displacement that occurs at these water tunnel speeds. A sample time series of the sensor measurements is shown below in Figure 5 in which you can see the changes in voltage output as the flexible plate experiences displacement.
Figure 5: “Sample Time Series of Sensor Data”

Conclusion and Future Direction

While our current testing has started to grant some results, much more testing is required before anything definitive can be said. As this project continues into the next semester or two, much more testing in the water tunnel should be done with more aspect ratios and a wider variety of piezo placement. Researchers should also use other methods like computer simulations to determine exactly why certain piezo placements give higher voltage outputs. This combined with our current piezo experiments may lead to more accurate predictions of power output during varied conditions without the need for experimental testing.

Reference

[1] A.K. Pandey, G. Sharma, R. Bhardwaj, Flow-induced reconfiguration and cross-flow vibrations of an elastic plate and implications to energy harvesting, Journal of Fluids and Structures 122 (October 2023), 103977. https://doi.org/10.1016/j.jfluidstructs.2023.103977.

RESEARCH IN BIOENGINEERING

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Recreating a Recombinant R.opacus Bacteria that Can Use Chitin

By Jackie Ramirez

 

Introduction

In 2022, roughly 119 million pounds of American lobster (Homarus americanus) were landed, and this catch was valued at around $515 million. With this gigantic haul of seafood, consumers will eat <50% of the animal, which makes up the lobster meat. The majority of lobster biomass is inedible and is discarded by homes, restaurants and other facilities, and the majority of that waste is lobster shell. The lobster shell contains three main constituents: minerals like calcium carbonate (CaCO3), proteins and chitin/chitosan polysaccharide. Of these shell components, chitin and chitosan have shown value in bio-based processes. Chitin and chitosan are carbohydrate polymers consisting of the amino sugars N-acetyl-D-glucosamine (glcNAc) and/or D-glucosamine (glcN) monomer units. Depending on the degree of acetylation of the polysaccharide, the polymer may be called chitin or chitosan, where the majority of the monomer concentration of chitosan is D-glucosamine. Chitin and chitosan are very attractive biomaterials with a range of household and industrial uses. Regardless, there remains a large percentage of lobster shells that are discarded or underutilized.

Chitin as a biomaterial for biofuel production is a promising and new area of research that will contribute to solving the global climate crisis. Chitinase ChiA, ChiB, and ChiC break down chitin into monomers of N-acetyl glucosamine (NAG). ChiA is an endochitinase that breaks down chitin within a polymer. ChiB and ChiC are exo-chitinases that cleave monomers at the end of a polymer. The monomers produced by these enzymes are used to produce triacylglycerols (TAG). From here, the triacyclglycerols can be trans-esterified into biodiesel. The bioengineering department here at UMass Dartmouth has looked to the surrounding South Coast of Massachusetts as a source of chitin for biofuel production. The shells of crustaceans comprise of 40% chitin by weight. Through research efforts at UMass Dartmouth, chitin has been derived and separated from the protein components of lobster shells (1). This ecofriendly extraction method has given researchers here the ability to utilize crustacean waste from human consumption to isolate chitin and use it for biofuels in conjunction with Rhodococcus Opacus (R. Opacus). R. Opacus, strain PD630, is a gram-positive microbe which will accumulate TAG in the presence of a steady carbon source. It’s high lipid storage ability and rapid turnover rate make it an excellent candidate for biofuel production (2). Chitin is a proposed carbon source for the bacterium. R. Opacus, which is unable to produce the chitinases necessary to break down chitin into its monomer counterparts for biofuel production, therefore this project will make a recombinant strain of R. Opacus to express and secrete chitinase enzymes.

Soon after receiving an OUR grant, my mentor and her collaborators changed the strategy to use the shells. R.opacus is a difficult bacteria to genetically manipulate, so they decided to get another bacteria that is easier to manipulate and has a better chance of taking up plasmids that have the chitinase genes on them. We switched to pseudomonas aeruginosa.

Methods

Genomic DNA isolation using the Promega gDNA isolation kit.

Design primers specific for ChiA from the bacteria S. marcescens and amplify the gene from the genomic DNA.

Initial PCR conditions: Using 5ul gDNA, 1ul of ChiA-For primer and 1ul ChiA-rev primer plus Taq Supermix. The reaction proceeded with standard PCR cycle parameters with annealing at 59 degrees Celsius and 45 cycles.

Second Attempt using a temperature gradient to see what temperature is ideal for primers to anneal to the template.

Figure 1: We tested 57 degrees upto 62 degrees. Each bar indicates the temperature in that well.

Third attempt PCR: We switched to using Q5 high-fidelity Taq DNA polymerase.

Figure 2: These are the PCR Parameters we used with High Fidelity Taq.

Results

Initial attempts to amplify the ChiA, ChiB and ChiC genes from s.marcescens gDNA (Figure 3). The faint bands at the bottom of each lane are primer dimers. We are expecting bands between 1.0kb and 1.5kb. After some research we decided to try using a Taq polymerase that had High Fidelity. The reason was because we are trying to find one gene in a genome of 5,241,455 bp, and we figured that a DNA polymerase that could stay associated with the template better might allow us to get the genes. The High fidelity Q5 DNA polymerase resulted in the expected products between 1kb and 1.5 kb (Figure 4).

                        

Figures 3 (L) and 4 (R): First attempts to amplify ChiA, B and C. 

Having figured out how to get the correct bands I focused on Chitinase B. I was able to amplify ChiB and gel purify only the correct sized band (Figure 5).

Figure 5: Gel purified ChiB genes

The project is being continued by another student. The next steps are to cut the ChiB insert with enzymes and insert it into the vector.

RESEARCH IN BIOENGINEERING

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SKOV3 Ovarian Cancer Cells Research

By Ilya Korovaev

 

Abstract

Ovarian cancer stays undetected in 70% of cases until stages II, III, and 5-year survival rate is 36% for stage III, but this rate can have significant improvement if ovarian cancer could be detected at an early stage. It has been proven that cancerous cells actively produce exosomes, specifically SKOV3 ovarian cancer cells produce around 20000 exosomes per day and secrete them into the blood stream or lymph. If there will be a detection technique that could find those exosomes inside the body fluids, then ovarian cancer could be detected in the early stages. My research is focused on SKOV3 ovarian cancer cells culturing with the following exosome extraction and studying.

Introduction

Exosomes are nanoscaled extracellular vesicles secreted by cells with a size from 30 to 150nm. An exosome has phospholipids double-layer with specific protein markers on its surface and can contain DNA, RNA or proteins. Cancer cells use those exosomes to prepare other regions of the body for metastases acceptation. The process is the following: created in cancer cell exosome contains protein and DNA fragments to enter healthy cells and start the process of healthy cells mutation. Next step is to colonize prepared area with the metastases. The number of secreted exosomes by a single cancer cell is around 20000 per day, and they are getting secreted into lymph or blood flow to get to their destinations. SKOV3 ovarian cancer cells secrete exosomes with tetraspanins exosomal markers: CD9, CD63, CD81. CD9, CD8 which can be used to detect them among other exosomes and start the treatment as soon as the exosomes are detected. For easier exosomes detection they will be excreted from the cells and studied.

Methods

Cell Thawing:

Cells were taken from -80°C freezer and placed on the ice. After thawing process is completed, the cells were put into prewarmed cell PBS media at 37°C and centrifuged at 120RPM for 8 min. Pour the media out using a pipet and put 1 mL new media and resuspend the cells in the media using pipet. Transfer cells with media into culturing flask and add another 4 mL. Put culturing flask containing the cells and media into incubator at 37°C.

Media Change:

Remove the media from the flask using pipet and put 5 mL of fresh media into the flask. Put the flask with cells into the incubator at 37°C. Media change has been done every two days for the first culture and every three days for the second culture.

Cell Splitting:

Remove the media from the culturing flask using pipet. Put 1 mL of trypsin and rinse the culturing flask with it, put another 1 mL of trypsin and put the flask into the incubator for 10  minutes. Put media in the ratio 2:1 2- the media, 1 – trypsin. Centrifuge the solution for 6 min at 130RPM and pour the media out. Resuspend the cells in 1mL of media. Count the cells: put 10µL of the resuspended cells and 10 μL Trypan blue and pipet the solution onto counting plates on each side. Use cell counting machine and calculate the number of cells. If it is less than 1 million cell cells were put into culturing flask and follow media change process. If the number of cells exceeds 1 million cells cell can be transversed into 6-well plate 120 µL of cells will be transferred into 4 plates. Into first two wells 2ml of FBS media with exosomes will be added and 2mL of exosome-free FBS media. Next step is to monitor the growth of the cells to determine if exosomes-rich media speeds up the growth of the cells.

Results

The first culture of cells survived very well, and after 5 media changes it reached the 1million cells mark. After transferring those cells into 6-well plate on the second day cells got contaminated and died. The second culture of the cells I decided to change the media replacement. I changed the media every third day, and, after two media changes, the cells showed good growth but after the fourth media change, they all died. For the third and final time, I decided to keep media change on every second day because it showed the best results. After changing the media 4 times I decided to split them. Before splitting I prepared 4 different medias: normal (without synthetic FBS), synthetic (without normal FBS), 50% (with 0.5ml synthetic and 0.5 normal FBS), 25% (with 0.75mL synthetic and 0.25 mL normal FBS. After cell splitting and putting cells into 4 different plates and adding 2 mL of each media into four plates, cells died before next media change.

Conclusion

After running the cell culture for three times, all three times cells died. The first time it happened because of contamination; and the two other times, I assume that they did not have enough nutrients to survive.

 

References

  1. Siegel, R. L.; Miller, K. D.; Jemal, A., Cancer Statistics, 2019. CA: A Cancer Journal for Clinicians 2019, 69 (1), 7-34.
  2. Zhang, X.; Yuan, X.; Shi, H.; Wu, L.; Qian, H.; Xu, W., “Exosomes in Cancer: Small Particle, Big Player.”
    Journal of Hematology & Oncology 2015, 8 (1), 83.
  3. A. N. Böing, E. van der Pol, A. E. Grootemaat, F. A. W. Coumans, A. Sturk, and R. Nieuwland, “Single-step Isolation of Extracellular Vesicles by Size-exclusion Chromatography,” J Extracell Vesicles, vol. 3, no. 1, 2014, doi: 10.3402/jev.v3.23430.
  4. Nowak, M.; Janas, Ł.; Stachowiak, G.; Stetkiewicz, T.; Wilczyński, J. R., Current Clinical Application of Serum Biomarkers to Detect Ovarian Cancer. Przeglad menopauzalny = Menopause review 2015, 14 (4), 254-259
  5. Mashouri, Ladan, et al. “Exosomes: Composition, Biogenesis, and Mechanisms in Cancer Metastasis and Drug Resistance.” Molecular Cancer, vol. 18, no. 1, 2 Apr. 2019, https://doi.org/10.1186/s12943-019-0991-5.
  6. Tai, Yu‐Ling, et al. “Exosomes in Cancer Development and Clinical Applications.” Cancer Science, vol. 109, no. 8, 1 Aug. 2018, pp. 2364–2374, www.ncbi.nlm.nih.gov/pmc/articles/PMC1182327. https://doi.org/10.1111/cas.13697. Accessed 27 May 2020.
  7. Raposo G, Stoorvogel W. “Extracellular Vesicles: Exosomes, Microvesicles, and Friends.” J Cell Biol. Feb 18, 2013; 200 (4): 373-83. doi: 10.1083/jcb.201211138. PMID: 23420871; PMCID: PMC3575529.

RESEARCH IN PSYCHOLOGY

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Physiological Markers of the Aha! Experience 

By Sadye Marie Clark

 

Introduction

Problem-solving is a fundamental aspect of human cognition, with insight problem-solving representing a unique and intriguing phenomenon characterized by sudden, seemingly effortless solutions. The pivotal moment of resolution, often referred to as the “Aha! experience,” marks the distinction between insight and non-insight problem-solving approaches. While previous research has predominantly relied on self-report measures to explore the Aha! experience, this study aims to complement existing literature by investigating physiological markers, specifically changes in heart rate, associated with insight problem-solving.

Objectives

Specifically, my advisor, Dr. Trina Kershaw, and I are:

  1. Investigating the role of heart rate dynamics in discerning between genuine insight, false insight, and non-insight problem-solving processes.
  2. Exploring the emotional dimensions of the Aha! experience and their relationship with average heart rate.
  3. Enhancing our understanding of insight problem-solving by integrating physiological and emotional perspectives.

Background and Significance

Insight problem-solving, characterized by sudden, unexpected solutions, stands in contrast to non-insight problem-solving, which typically involves incremental, step-by-step approaches. The Aha! experience serves as a defining criterion for identifying insight solutions, encompassing dimensions such as pleasure, surprise, relief, and certainty. Previous research has highlighted the neural underpinnings of insight and the challenges associated with self-report measures in capturing the multidimensional nature of the Aha! experience. To address these gaps, this study aims to leverage physiological measures, specifically heart rate changes, to provide a deeper understanding of insight problem-solving.

Research Method

This study utilizes a mixed-methods approach, combining physiological measurements of heart rate with self-reported emotional ratings. Participants solve Compound Remote Associates (CRA) problems (word problems) while their heart rate is monitored using BIOPAC technology. Self-reported emotional experiences are assessed using scales developed by Danek and Wiley (2017).

Research Protocol

Participants are asked to complete prescreening surveys to determine eligibility and undergo individual testing sessions in a laboratory setting. Heart rate is then measured using BIOPAC technology, and participants solve word problems while providing self-reported emotional ratings. Electrodes are placed on the participant to measure ECG (electrocardiogram) activity. After completing six practice trials, baseline heart rate is collected. After the baseline, participants complete an additional 30 CRA problem trials. If they believe they solved a problem, they are asked to rate their emotional experiences.

Sadye Marie Clark at work, collecting heart rate and problem-solving data in the lab

Current Project Status

Prior to data collection, I had to learn to program my study in E-Prime, a software program for running psychological experiments, and learn how to use BIOPAC, a hardware and software system for collecting physiological data. After several months of development, this study is presently underway, actively collecting data from participants. Upon reaching a sufficient sample size, the collected data will undergo thorough analysis. We will be gathering specific data for each problem rather than aggregating data per participant. We expect that there will be differences in heart rate prior to solution depending on if a person solves a problem in an incremental way vs. if they have an Aha! experience.

Support from the OUR

Thanks to the OUR, I was able to compensate study participants. My experience with applying for an OUR research grant encouraged me to seek additional funding. I received a research grant from Psi Chi, the International Honor Society in Psychology, to further support my research. Throughout this project, I have encountered numerous challenges and triumphs that have shaped both my methodology and understanding of human behavior. From designing comprehensive experimental protocols to navigating the complexities of ethical considerations, every step has been a learning opportunity. I have honed my skills in data collection through hands-on involvement and fostered a deep appreciation for human cognition and emotion. Collaborating with diverse teams of researchers has broadened my perspective and enriched the depth of my investigations. Without the support of the OUR, Dr. Trina Kershaw, Dr. Heloisa Alves, and Dr. Robin Arkerson, this project would not have been possible. Thank you. Despite encountering obstacles such as participant recruitment difficulties and unforeseen logistical hurdles, my dedication to advancing psychological knowledge remains steadfast, and I am eagerly anticipating this study’s continuation.

RESEARCH IN ENGLISH AND COMMUNICATION

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“The Burden of History and Narratives of Resilience: Inheritance and Trauma in Octavia E. Butler’s Kindred.”

By Jasmine Mattey

I had the incredible opportunity to present my research at the NeMLA (Northeast Modern Language Association) Conference in Boston, MA, an experience made possible through the generous support of the Office of Undergraduate Research Travel Award. The conference served as a platform for me to share insights from my Senior Capstone Paper titled “The Burden of History and Narratives of Resilience: Inheritance and Trauma in Octavia E. Butler’s Kindred.”

My presentation delved into Butler’s exploration of intergenerational trauma rooted in the legacy of enslavement. I argue that Butler leverages the idea of inheritance to explore trauma’s enduring impact on Black individuals and communities. The transformative power of personal and collective storytelling lies at the heart of Butler’s narrative. Through the characters in Kindred, Butler illustrates diverse reactions to the weight of inherited trauma, emphasizing the role of narratives as sources of resilience and empowerment. I highlight how the act of storytelling, both individually and communally, serves as a catalyst for breaking the cycle of generational trauma.

Jasmine Mattey next to her poster at the NEMLA conference.

Presenting at the convention was an amazing experience. I had the opportunity to discuss my research with peers, graduate students, and faculty members. These interactions helped me refine my arguments and provided invaluable insights, perspectives, and feedback on how to strengthen my work.

Moreover, the conference provided a platform for networking with academic presses. I seized this opportunity to connect with publishers, hoping to establish lasting relationships that could facilitate my entry into the world of publishing post-graduation.

I am immensely grateful for the support extended to me by the Office of Undergraduate Research, the College of Arts and Sciences, and the English Department. Since I had to make the trip to Boston from New Jersey, this experience would not have been possible without their assistance. Additionally, I am forever grateful to Dr. Evans and Dr. Arora for their unwavering guidance and support throughout my academic journey.

RESEARCH IN CHEMISTRY AND BIOCHEMISTRY

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Synthesis of Isatisindigoticanine G and its Analogues for Candida auris inhibition

By Kerolos Markos

OBJECTIVE: 

The objective of this research is to develop novel inhibitors for Candida auris based on quinazolinone natural product. This would require developing a novel and efficient synthetic method for the synthesis of pyrido quinazoline natural product and its analogues for screening. We propose to develop a modular approach for the same from piperidones.

LAB WORK:

1. Working with Methyl piperidone

Fig. 1.1 — Methyl piperidone with indole.

In this experiment I set up a table as follows:

Vol. (ml)  Mass (g)  Molar Mass (g/mol) Density

(g/ml)

 Moles Eq. Moles
Indole – 3 g 117.15 – 0.0256 1
Methyl piperidone 2.96 ml 2.898 g 113.16 0.98 0.0256 1
Reagent 2.1 ml 1.82 g 71.11 0.866 0.0256 1

Table 1.2 shows the reactant used in the experiments.

Synthesis of 3-(1-methyl-1,2,3,6-tetrahydropyridin-4-yl)-1H-indole: A solution of 1H-indole, 1-methylpiperidone, pyrrolidine in ethanol (30 mL) was refluxed for an additional 24 hours. The reaction was brought to room temperature, then cooled to 0C, stirred for 30 minutes. The solid was filtered, washed with cold ethanol (2×15 mL), and dried under high vacuum to obtain the title compound as a white solid t as shown in figure 1.3. Total mass is 1.3607 g.

 

 

 

 

 

 

 

Fig. 1.3 — White Solid Obtained.

H-NMR was conducted to the white solid using DMSO as a solvent (figure 1.4).

Fig. 1.4 — H-NMR for 1-methyl-1,2,3,6-tetrahydropyridin-4-yl

2. Adding N-Phenylmaleimide

Mass Molar Mass Moles
3-(1-methyl-1,2,3,6-tetrahydropyridin-4-yl)-1H-indole 1 g 212.29 g/mol 0.0047
N- phenylmaleimide 0.8157 g 0.8157 g 0.0047

Table 2.1 — Reactant for the Experiment.

Fig. 2.2 — Reaction Scheme.

Synthesis of 5-methyl-2-phenyl-5,6,7, 12-tetrahydropyrido[3,4-c]pyrrolo[3,4-a]carbazole-1,3(2H,4H)-dione: A solution of 3-(1 -methyl-1,2,3,6-tetrahydropyridin-4-yl)-1H-indole, N- phenylmaleimide in toluene (10 mL) was refluxed for additional 16 hours. The reaction was brought to room temperature, then the solid was filtered, washed with cold methanol (15 mL) and dried under high vacuum to obtain the title compound as a red solid t as shown in figure 2.3. Total mass is 1.745 g.

The product got purified again by using 50%/50% hexane and ethyl acetate as a solution and added the red solid to the solution. We started boiling the solution and then let it cool on room temperature for 5 days. Then obtained the crystals again.

 

 

 

 

 

 

 

Fig. 2.3 — Red Solid Obtained.

H-NMR was conducted to the red solid using CDCl4 as a solvent (figure 2.4).

Figure 2.4 HNMR for the 5-methyl-2-phenyl-5,6,7, 12-tetrahydropyrido[3,4-c]pyrrolo[3,4-a]carbazole-1,3(2H,4H)-dione

3. Using 2,4-Piperidinedione

We started doing the same experiments as in 1 and 2 using 2,4-piperidinedione instead of methyl piperidone.

Mass Molecular Weight Moles
2,4-piperidinedione 1 g 113.11 g/mol 0.00884
Indole 1.0356 g 117.15 g/mol 0.00884

Table 3.1 — Reactant for the Experiment.

A solution of 2,4-piperidinedione in methanol (20 mL) was refluxed for an additional 24 hours. The reaction was brought to room temperature.

Fig. 3.2 — Reaction Scheme.

Doing TLC for the product by adding the product liquid into air vacuum, after 15 minutes it turned into solid. Then add Na2CO3, H2O then ethyl acetate in test tube; the top layer (the organic layer) was isolated and added to the TLC plate. The TLC plate was put in a solution of 100% ethyl acetate for 1 minute and then observed under UV light.

 

 

 

 

 

 

 

 

Fig. 3.3 — TLC Plate.

Unfortunately, the 2,4 piperidinedione as a reactant didn’t get involved in the reaction because the initial spot didn’t move.

Another experiment was conducted using 2,4 piperidinedione and isatoic acid but unfortunately we didn’t have enough time because of the finals.

RESEARCH IN ART HISTORY

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Artemisia Gentileschi: Forgotten Italian Renaissance Artist

By Caitlyn Haley

I was inspired by the Boston MFA’s exhibition “Strong Women in Renaissance Italy.” Most of the work in the exhibition was done by women. In my project funded by an OUR Student Research Grant, I did what the Boston MFA did not. I picked a single woman artist from Italian Renaissance and produced a self-portrait of her life and her work. I chose Artemisia Gentileschi because her work was the most featured in the exhibition.

I compiled data from books written about Gentileschi with personal observations from the exhibit to create a poster highlighting vital information about an artist that history forgot. Gentileschi’s contributions were important. Combining my majors—Art History and Graphic Design—I created a visual résumé about her life, the subjects of her work, what she painted, and her achievements.

Poster designed by Caitlyn Haley

Rather than bog down the audience with pages of details, the poster conveys vital information in a visual one-punch. My hope is to make the information accessible to everyone, regardless of discipline or interest. Not everyone is a history buff. However, I think everyone deserves to have their story told. The aim of the project is to correct history’s failure to inject Artemisia Gentileschi into the mainstream consciousness alongside her contemporaries like Leonardo da Vinci.

RESEARCH IN MECHANICAL ENGINEERING

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Presentation at the 76th Annual Meeting of the Division of Fluid Dynamics in Washington D.C., November 19-21, 2023.

By Jordan I Breveleri

I attended the 76th Annual Meeting of the APS Division of Fluid Dynamics in Washington D.C. from November 19-21, 2023, where I presented my research on drag reduction in marine vessels using porous superhydrophobic surfaces (SHS). The conference served as a dynamic platform for researchers to exchange ideas and advancements in the field. The APS (American Physical Society) Division of Fluid Dynamics Conference provided an excellent platform for researchers to discuss and share their findings in fluid dynamics.

My presentation focused on the innovative use of porous SHS to reduce drag in marine vessels. By injecting gas through the porous surface, an air layer can be sustained, effectively minimizing drag. The presentation primarily showcased the results of my research and highlighted its potential applications in fluid dynamics. The surreal atmosphere of Washington D.C., steeped in history, offered an inspiring setting for scientific discourse. The city’s rich cultural and national significance added an extra layer of depth to the conference experience, making it both professionally and personally enriching.

Photo of Jordan I Breveleri in Washington D.C. 

Presenting in front of a diverse audience was initially nerve-wracking, but with the support of my professor and peers, I successfully navigated the challenge. The engaging discussions and feedback further enhanced the presentation experience, providing valuable insights into my work. Aside from presenting my research, I attended various talks during the conference, gaining diverse insights into fluid dynamics. One particularly intriguing presentation focused on aurora lights, offering a fascinating perspective on the broader spectrum of research within the field.

The conference was an invaluable experience. Presenting my research and attending other panels created a memorable professional journey. The conference not only provided a platform for knowledge exchange but also fostered connections and collaboration within the fluid dynamics community. Overall, it was a rewarding experience that contributed significantly to my understanding of the field.

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