The National Symposium for Predoctoral Research program is an all-expense-paid event to inspire early-career scientists, showcase their research and provide opportunities for networking about graduate school.

“I was excited when I learned that I was accepted into this program,” Roberts said. “I had never attended a program like this before, but I knew St. Jude had a lot to offer.”

Robert’s research is on targeting immune pathways to enhance the oncolytic ability to reovirus against fibrosarcoma. His work focuses on how cancer cells respond weakly to a viral infection, which allows a virus to preferentially infect and kill those cells. Since cancer cells still have a response, research focused on how that immune response could be targeted to improve the viruses’ infectivity and the effect on cancer cells. Specifically, he looked at an immune pathway called the interferon pathway, and a product of that pathway, protein kinase R.

Assistant Professor of Biology Efrain Rivera-Serrano serves as Roberts’ research mentor.

“One of the most rewarding parts of mentoring Alex has been watching him take an idea he developed himself and turn it into a meaningful research project,” Rivera-Serrano said. “His selection for the St. Jude National Symposium is a well-deserved recognition of his scientific curiosity, independence and determination, but also of the incredible growth I have witnesses in him as a young scientist. I couldn’t be prouder of his accomplishments, and I am especially excited that this experience allowed him to share his work with the broader scientific community and explore the possibilities that lie ahead in his scientific career.”

At the symposium, Roberts participated in a poster presentation about his Summer Undergraduate Research Experience (SURE) research, graduate school panels, student panels, a campus tour, seminars and keynote presentations.

Roberts learned about the research environment at St. Jude, the difference between a master’s and Ph.D. program and how St. Jude is unique compared to other research institutions.

“Researchers at St. Jude have access to incredible technology and data, which allows them to pursue research on a large scale with ease,” Roberts said. “It was really amazing to hear from world-renowned researchers. One researcher was using 10 years of clinical cancer data with artificial intelligence to see how different treatments impacted cancer survival in patients.”

Participating in the symposium inspired Roberts as a young researcher.

“Seeing how the faculty at St. Jude are so driven by the mission of curing childhood cancer showed me the impact research can have on people,” Roberts said. “It inspired me to continue with my research and keep thinking of innovative ways I can drive it forward.”

The application process involved writing a research abstract describing his research, a personal statement about his interest in the St. Jude graduate programs and a cover letter describing his past experiences.

The ceremony brought together students, faculty, staff, family and friends to recognize Elizabeth McKee ’90, Tiffany Grace Perry ’01 and Stephanie Marken ’08.

Dean of �鶹��Ƶ College, the College of Arts and Sciences, Hilton Kelly, delivered remarks in Yeager Recital Hall on the impact the recipients have made on their professions and communities.

“These three alumni demonstrate what it means to graduate from �鶹��Ƶ College: the heart of an �鶹��Ƶ education,” Kelly said. “They have used what they learned in �鶹��Ƶ College the College of Arts and Sciences to have impactful careers.”

Elizabeth McKee ’90 – Arts and Humanities

Elizabeth McKee earned her bachelor’s degree in English from �鶹��Ƶ and a master’s in human development and psychological counseling from Appalachian State University.

McKee is the executive director of Leadership Charlotte, where she has served for two decades walking alongside thousands of leaders as they explore their own capacity to create positive change in the Charlotte-Mecklenburg region. Prior to joining Leadership Charlotte, she served as director of leadership initiatives at the McColl School of Business at Queens University of Charlotte, where she developed leadership curriculum and programs for undergraduate and master of business administration students.

She has been recognized as a leader in the area including receiving the recognition as one of Mecklenburg Times 50 Most Influential Women in the greater Charlotte area

While at �鶹��Ƶ, McKee published poetry and artwork in Colonnades, was involved with intramural water polo, worked in student affairs and worked with a group of students to create and promote a social honor code to accompany the intellectual honor code.

“I’m not sure I knew it at the time, but �鶹��Ƶ taught me about being in a larger community,” McKee said. “It helped shape my ‘real world’ thinking regarding how I want to be in a community and what role I want to play in being a positive force within it.”

Tiffany Grace Perry ’01 – STEM

Tiffany Grace Perry earned her bachelor’s degree in biology from �鶹��Ƶ, a medical degree from the University of North Carolina at Chapel Hill. She then completed seven years of neurosurgery residency training at the University of North Carolina at Chapel Hill, including an enfolded orthopedic spine fellowship at Duke University. Following residency, she completed a post-residency fellowship in complex spinal disorders at The Cleveland Clinic, where she remained as a faculty member for two years. She also earned a master’s degree in public health from the University of North Carolina at Chapel Hill.

Perry is a neurosurgeon at Cedars-Sinai Medical Center in Los Angeles, California. She also works with the Los Angeles Rams as a neurotrauma consultant. She is a consultant for Medtronic on anterior and posterior cervical instrumentation systems. Perry leads annual surgical missions to Uganda with a multidisciplinary team from Cedars-Sanai. She is a faculty member with the AI translational medicine PhD program at Cedars-Sanai, working with graduate students to create clinical projects that intersect the progressive power of AI with the clinical needs of medicine. Perry is also a consultant for Medtronic on anterior and posterior cervical instrumentation systems.

At �鶹��Ƶ, Perry was active in the Honors Program, the Lincoln Premed Society, Alpha Omicron Pi, the National Panhellenic Society and Camerata.

“�鶹��Ƶ encouraged me to be curious, explore beyond what was familiar, and say yes to experiences that challenged and shaped me,” Perry said. “�鶹��Ƶ taught me to remain curious, embrace newexperiences and never stop learning. Those lessons have molded not only who I am personally, but also how I approach medicine, leadership, teaching and mentorship. I learned that success is not just about what we accomplish, but about the opportunities we create for others.”

Stephanie Marken ’08 – Social Sciences

Stephanie Marken earned her bachelor’s degree in political science from �鶹��Ƶ and a master’s degree in survey research from the University of Connecticut.

Marken is a senior partner at Gallup leading the U.S. custom research division, which includes research programs Gallup performs on behalf of foundations, agencies, corporations and high education institutions. She is responsible for the strategic direction of Gallup’s research in education, workforce development, climate, technology, and the social sciences, which includes complex, multimode qualitative and quantitative research projects. She previously served as chief methodologist for Gallup.

Prior to joining Gallup, she was a researcher in the education division at Westat, where she worked on large-scale, complex, multimode education studies for the U.S. Department of Education, including the National Household Education Survey, Postsecondary Education Quick Information System, Fast Response Survey System, Early Childhood Longitudinal Study, and other quantitative and qualitative research projects for education foundations and organizations.

While a student at �鶹��Ƶ, Marken was an intern at the �鶹��Ƶ Poll and in Alpha Omicron Pi.

“�鶹��Ƶ was where I found my voice and where I developed a passion for making sure others are heard,” Marken said. “Any success I’ve had since graduation belongs in large part to the faculty and staff at �鶹��Ƶ who took a vested interest in me when they didn’t have to. In that regard, this award feels like an important example of the lasting impact that highly engaged mentors make, oftentimes without even realizing it.”

Recognizing past deans

The three past deans of �鶹��Ƶ College, the College of Arts and Sciences, Steven House, Alison Morrison-Shetlar and Gabie Smith, were also recognized at the awards ceremony. Steven House served as the founding dean from 2001-2009 and guided the growth of �鶹��Ƶ’s academic programs. House provided leadership for 17 academic departments and 19 academic programs. The number of �鶹��Ƶ College faculty increased by 50 percent during her tenure as dean and the number of students majoring in liberal arts grew from 37 percent of the student body to over 50 percent. He also helped develop the �鶹��Ƶ College Fellows program.

Alison Morrison-Shetlar served as dean from 2010-2014, where she continued to expand on a tradition of learning-focused achievements. She founded LIFE@ELON and organized the first North Carolina STEM conference at �鶹��Ƶ, where nearly 100 faculty members from North Carolina colleges and universities gathered, making the conference the largest of the state and regional STEM network meeting held across the country.

Gabie Smith served as dean from 2015-2024, providing growth for academic programs and administrative leadership. During her time as dean, she created the bachelor of science in engineering program, developed more than a dozen academic major and minor programs and worked to establish the Innovation Quad. She also enhanced the Fellows and Scholars programs within �鶹��Ƶ College.

Before beginning her first semester at �鶹��Ƶ, Binita Shaw ’30 had already spent three years researching an aggressive form of brain cancer, presented her work at a national conference and helped expand access to educational technology for students in Nepal.

Shaw’s interests were recently highlighted during New Student Convocation, when Randy Williams, vice president for inclusive excellence, said she represented the “well-rounded, talented and compassionate” Class of 2030. Now, the first-year student and Odyssey Program scholar looks forward to building on those experiences at �鶹��Ƶ.

Shaw, who plans to study biology and neuroscience, was born in Kolkata, India, and grew up in Saudi Arabia. She attended Western Reserve Academy in Hudson, Ohio, where a cancer immunology program introduced her to laboratory research.

After learning basic laboratory techniques, Shaw chose to focus on glioblastoma, an aggressive form of brain cancer. She began by using bioinformatics to analyze gene expression in glioblastoma cells.

“There are a lot of cancer treatment options—radiation and chemotherapy—but even then, it’s very difficult for brain cancer patients to get treatment that helps them live longer,” Shaw said.

Her interest in science dates to her childhood in Saudi Arabia, but research opened a new avenue for that passion.

“I didn’t know how much I liked research until I got into high school, but I’ve always enjoyed a good biology class or a really fun chemistry class,” Shaw said.

Outside the laboratory, Shaw has also pursued her interests in education and service. Through Strive to Thrive, she virtually tutored students in Nepal and Egypt, teaching biology to sixth graders in Nepal and math to fifth graders in Egypt. She later helped secure a grant through her high school to support the organization that connected her with students in Nepal.

The funding was used primarily to purchase computers, allowing more students to participate in virtual classes.

“They would all be seated in front of one computer, and they would try to work through all of the problems that I was working through with them on paper,” Shaw said.

At �鶹��Ƶ, Shaw hopes to continue researching while building relationships with faculty mentors. She said the Odyssey Program, resources for international students and �鶹��Ƶ’s emphasis on experiential learning helped draw her to the university.

“The university guiding you through all of these things really matched with my goals for my college career,” Shaw said.

Only a few weeks into her �鶹��Ƶ experience, Shaw is already looking ahead.

“I’m very excited to work with these professors and maybe even get some more mentorship over my next four years here,” she said.

The transformative program is designed to support scholars at multiple points in their undergraduate years and early career. Renewable for up to two years, the UGSP provides:

• $20,000 per academic year to support undergraduate education expenses
• A 10-week full-time summer internship at the NIH immediately following the year of scholarship support
• One year of full-time employment with the NIH post-graduation

Because Barnes and Sterling have won the award as juniors, they are eligible to receive up to $40,000 in scholarship support, two paid summer internships (one between their junior and senior years, and another following graduation) and two years of employment upon graduation.

Approximately 15 scholars are selected each year from a nationwide pool of hundreds of applicants, and �鶹��Ƶ students have been remarkably successful in this competition in recent years. The federally-funded program was on pause last year, but Samantha Hinton ’25 was selected in 2024, and three seniors—Genesis Tolbert ’24, Christopher D’Inzeo ’24 and Samuel Ramirez ’24—were selected in 2023. The addition of Barnes and Sterling to the list means that �鶹��Ƶ has been represented in the three most recent cohorts of this highly selective program.

The next application cycle for the NIH UGSP will open in Spring 2027. Interested students should contact the National and International Fellowships Office to learn more.

Sofia Barnes ’28

Sofia Barnes is a chemistry and psychology double major from Port Washington, New York. At �鶹��Ƶ, Barnes has worked under the mentorship of Dan Wright, associate professor of chemistry, on an analysis of toxic metal concentration in medicinal herbs and spices in the United States. The research aims to fill the knowledge gap around potential contamination of medicinal herbs and spices by creating a nationwide catalog outlining the metal accumulation in numerous medical herbs and spices. This experience helped foster Barnes’ love of research and pushed her to seek out external opportunities like the NIH UGSP.

Thanks to the robust structure of the award, Barnes will be freer to deepen her research impact at �鶹��Ƶ and the NIH.

“This award will not only give me the opportunity to further my career as a researcher and give me the chance to connect with mentors and peers to help push and encourage me,” she explained. “It has also provided me with the support to be able to lessen the monetary stress that comes with my undergraduate degree, which allows me to focus more on making the most out of my time in undergrad. It allows me to expand my reach with my post-grad options and where I may go after �鶹��Ƶ which before felt more limited.”

In addition to her research, Barnes is active across campus. She is a service ambassador in the Kernodle Center for Civic Life, a member of Chi Upsilon Sigma National Latin Sorority Incorporated, a chemistry tutor, and has previously served as a SMART mentor and Peer Educator. Her constellation of �鶹��Ƶ mentors includes Andrew Moffa, assistant Director for the Kernodle Center for Civic Life, Justin Clar, associate professor of chemistry and director of �鶹��Ƶ’s Undergraduate Research Program, and Dr. Dan Wright, associate professor of chemistry.

Parker Sterling ’28

Parker Sterling is a double major in biology and history with minors in chemistry, neuroscience, and peace & conflict studies from Randleman, North Carolina. As an �鶹��Ƶ College Fellow, Sterling is working under the mentorship of Jonathan Su, associate professor of engineering and chair of the Department of Engineering, to test the feasibility of a dual-drug intravaginal ring for menstrual pain. She’s supplemented her ECF research experience by assisting with data collection and processing in the �鶹��Ƶ Physical Therapy Department’s Glen Raven Biomechanics Lab.

The NIH UGSP will be a critical step in Sterling’s development as a research scientist. While she remains committed to STEM research on her journey towards medical school, Sterling is equally committed to earning her master’s in history while working at the NIH. She seeks to understand not only the science, but also the historical and social contexts that have shaped scientific inquiry and advancement.

Sterling is highly engaged on campus outside of her research and academics. She is the Business Lead (and former President) for the Phoenix Racing Team, a physics TA, a senior resident assistant in the Global Neighborhood and a Leadership Ambassador with the Center for Leadership. As a reflection of her wide breadth of involvement, Sterling’s �鶹��Ƶ mentors span disciplines and departments; the list includes Jonathan Su, associate professor of engineering and chair of the Department of Engineering, Andresa Bresler Bezerra, assistant teaching professor of chemistry, Efrain Rivera-Serrano, assistant professor of biology, Amanda Kleintop, assistant professor of history, and Matthew Banks, engineering lab manager and advisor for the Phoenix Racing Team.

“The magic of �鶹��Ƶ College lies in the people who teach our students,” said Hilton Kelly, Dean of �鶹��Ƶ College, the College of Arts and Sciences. “Our new faculty members embody a commitment to the liberal arts. They are curious, inspiring and interdisciplinary thinkers. We are delighted to welcome them to our community.”

New Professors for 2026-27 in �鶹��Ƶ College, the College of Arts and Sciences

• Jackson Cooper, assistant professor of arts administration, earned an MFA from Seattle University. He will teach Arts Administration and Community, Legal Aspects of Art and Entertainment and COR 1100: The Global Experience.
• Joseph Frey, assistant teaching professor of human service studies, earned a PhD from the University of North Carolina Chapel Hill. He will teach Social Policy and Inequality and The Art and Science of Human Service Studies.
• Rachel Johnson, assistant professor of biochemistry, earned a PhD from the University of North Carolina Chapel Hill. She will teach General Chemistry and Biochemistry. She will join in the Winter Term to teach General Chemistry and Biochemistry.
• Ariana Montoya-Lozano, assistant professor of political science and public policy and environmental studies, earned a PhD from Purdue University. She will teach Introduction to Environmental Science 1150 and Environmental Policy 3230.
• Aditi Vyas, assistant professor of biology, earned a PhD from Ohio University. She will teach Cell Biology and Genetics.
• Danny Frye, interim director of bands, earned a DMA from University of North Carolina at Greensboro.

�鶹��Ƶ �鶹��Ƶ College, the College of Arts and Sciences

�鶹��Ƶ College, the College of Arts and Sciences provides the foundation for the study of the liberal arts and sciences at �鶹��Ƶ. The college is comprised of 19 departments across three branches: the arts and humanities; natural, mathematical and computational sciences; and social and behavioral sciences. It hosts �鶹��Ƶ’s chapter of Phi Beta Kappa, the nation’s oldest honor society celebrating excellence in the liberal arts and sciences.

Committed to the growth of students’ intellectual curiosity, intercultural competence and critical thinking, the college champions disciplinary knowledge and interdisciplinary applications to reflect upon, respond to and offer solutions to complex problems in an interconnected and changing world.

With more than 45 majors and 65 minors, the college is �鶹��Ƶ’s largest academic division. Two-thirds of the nearly 1,600 students who graduate from �鶹��Ƶ annually do so with at least one major or minor in the college. Within a year, over 90% of college graduates report employment in their chosen field or enrollment in top post-graduate programs.

College faculty are prolific and preeminent scholars and creators in their fields, recognized for expertise at national and international levels. Each year, its more than 300 full-time faculty publish hundreds of articles, chapters, and books, and they present at scores of conferences and events. Their scholarship results in grants and fellowships from the National Science Foundation, National Endowment for the Humanities, National Institutes of Health and other prominent centers of research.

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As the Class of 2030 arrives on campus and begins their four years at �鶹��Ƶ, current �鶹��Ƶ students offer their advice to the incoming class.

�鶹��Ƶ will welcome more than 1,600 new students for the 2026-27 academic year, with the Class of 2030 moving to campus on Friday, Aug. 21.

Parker Sterling ’28

Major(s): Biology and History
�Ѿ��Դǰ���:��Chemistry, Neuroscience, and Peace and Conflict Studies
Hometown: Randleman, North Carolina
Campus Involvement: Phoenix Racing Team (Business Lead), Residence Life (Senior RA), Center for Leadership (Leadership Ambassador), Glen Raven Biomechanics Lab (Lab Assistant)

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because I knew after the first tour that I couldn’t imagine myself anywhere else. I loved being able to have majors across disciplines, the campus, the dorms and all of the people I met.”

What did you wish you knew as a first-year student?

“I wish I knew how common it is to gain and lose friends in the first year. Everyone is discovering who they are and who they want to be, so it may take a while to find friends that you can rely on.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“Take every opportunity that presents itself; you never know who you will meet or what doors it will open.”

What surprised you most about college?

“I was most surprised by the bonds I’ve built with faculty and staff. I didn’t have a high school teacher I felt was truly a mentor, but �鶹��Ƶ has given me so many people that I feel confident going to for advice.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is the people. I am forever grateful to the amazing friends who have supported me and cared about me to no end. I don’t want to imagine what college would be like without them.”

Ari Verinder ’28

Major(s): Biology (Concentration: Biotechnology/Molecular Biotechnology)
�Ѿ��Դǰ���:��Chemistry and Food Studies
Hometown: Chapel Hill, North Carolina
Campus Involvement: Residence Life, Club Climbing and The Writing Center

Why did you choose �鶹��Ƶ?

What did you wish you knew as a first-year student?

“I wish I had known to get more involved in my specific interests on campus sooner. There really is something for everybody at �鶹��Ƶ; you just have to find it, get involved, and, best of all, enjoy it!”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

What surprised you most about college?

What is your favorite part about �鶹��Ƶ?

“Don’t be afraid to meet new people. �鶹��Ƶ is small enough that it’s easy to just stick with who and what you already know, so push yourself outside of your comfort zone.”

-Ari Verinder ’28

Ella Stewart ’27

Major(s): Dance Performance & Choreography, English (Concentration in Creative Writing)
Hometown: Columbia, South Carolina
Campus Involvement: Student Union Board (Brand Engagement Chair), New Student Orientation (Student Coordinator), Kappa Delta member and The Writing Center.

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because I knew I wanted to make close connections with my professors and classmates, which made the small class sizes very appealing, and �鶹��Ƶ has a strong Performing Arts department, which aligns with my future career goals of being a professional dancer. I also knew I wanted to study abroad and �鶹��Ƶ offers so many opportunities to study around the world. Additionally, I was drawn to the College Fellows program, which is a scholarship program where I conduct a research project within my major throughout my time at �鶹��Ƶ.”

What did you wish you knew as a first-year student?

“I wish I had known that not every moment of college is going to be absolutely perfect. It’s easy to have high expectations that everything will go smoothly all the time, and while there will be plenty of great experiences and memories, there will also be challenges. It’s completely normal to struggle sometimes, and you shouldn’t be afraid to ask for help when you need it.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“My biggest piece of advice is to put yourself out there! I made my closest friends at �鶹��Ƶ by just inviting myself to hang out with them. It can feel awkward and scary at first to ask people to hang out with you, but it really makes a difference. If there is someone in your class who you think you’d get along with, ask them to lunch or coffee! You can also meet people by getting involved in clubs and organizations, so sign up for what interests you. Getting involved helped me find my place on campus, so be open to trying everything, because that is how you can find your community.”

What surprised you most about college?

“I was most surprised by the amount of independence and freedom I suddenly had. It can be hard to adjust to being away from your family and the comfort of home, but you also start learning how to manage your own time and responsibilities. My schedule looked a lot different than it did in high school, and I became the one in charge of how to spend my time. This shift surprised me at first, but overall it helped me grow into my independence and become more confident doing things on my own.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is the people I’ve met through my majors and leadership experiences, especially the mentors who have supported me along the way. The staff and faculty here are so kind and encouraging to each individual student, and their guidance has helped me grow in my academics and in my leadership. �鶹��Ƶ has given me a tight-knit community of peers and mentors I can rely on, and I have met so many people who have shaped me into who I am today.”

---

Lealand Oakes ’27

Major(s): Psychology
Hometown: Winston-Salem, North Carolina
Campus Involvement: New Student Programs, Women’s Club Rugby
Sigma Kappa, �鶹��Ƶ 1010 Peer Educator, Psi Chi and Psychology Honor Society

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because they genuinely care about every student, even if they haven’t fully invested in �鶹��Ƶ yet. They put so much care into just the admissions process and first-year experience to ensure people feel cared about and seen. Of course, it doesn’t stop there; professors are always there to help and support their students, get to know them beyond the surface level, and truly want to see them succeed.”

What did you wish you knew as a first-year student?

“I wish I knew that sometimes the hard parts of transitioning to college don’t hit you immediately. They look different for everyone and can range anywhere from after the first month has passed to the start of the second semester and beyond. Everyone has their own experiences, so it is important to know your resources on campus and have people you can go to when those bumps in the road happen.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“Get out of your room, do new things, be involved. This can look different for everyone, but it’s so helpful for finding your people in this new chapter. I would also say that taking care of yourself is so important. Holistic wellness goes a long way in college. If you are taking care of one aspect of wellness that can bleed into another area. Do things that make you happy, take care of your body and use your resources.”

What surprised you most about college?

“I was surprised that I was still able to get the same support in class and out of class that I had the opportunity to receive in high school. I was worried that as soon as I got to college, everything would be on me. I can say with full confidence that I have not needed to shoulder everything all on my own. �鶹��Ƶ has so many resources that cover a wide range of aspects of college life.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is that there are so many people from so many different places. Coming to �鶹��Ƶ, I didn’t really know many people, and I am so happy that was the case. It was nerve-racking for sure, but it meant that I have learned so much and met so many people I wouldn’t have met otherwise.”

The article, “,” explores a central challenge in the field: the same immune defenses that protect cells from viral infection can also influence whether a cancer-targeting virus succeeds as a therapy. Strong antiviral responses may stop a virus before it can spread through and destroy a tumor, while those same responses can help recruit immune cells, improve recognition of cancer cells and promote longer-lasting antitumor immunity.

Rather than simply maximizing viral replication or suppressing antiviral immunity, Roberts and Rivera-Serrano propose that effective therapies may depend on identifying a “productive immune window” in which enough viral replication occurs to kill tumor cells while preserving the immune activation needed to generate a broader anticancer response. The commentary highlights mammalian reovirus as an example of how viral genetics, tumor cell type and antiviral signaling may work together to determine therapeutic outcomes.

The topic directly complements Roberts’ ongoing undergraduate research in the Rivera-Serrano Lab. His project investigates whether targeting antiviral pathways, including type I interferon signaling and the antiviral protein PKR, can enhance the ability of reovirus to infect and kill human fibrosarcoma cells.

Roberts has received external funding for his research, recently completed �鶹��Ƶ’s Summer Undergraduate Research Experience, and presented his research at the 2026 annual meeting of the American Society for Virology in Minneapolis. He will continue the project during his senior year as the Rivera-Serrano Lab works to better understand how the interactions between viruses, cancer cells and the immune system can inform the development of more effective oncolytic virus therapies.

The 2026–2029 CompBioPMN brings together more than 20 faculty members from primarily undergraduate institutions across the United States. The program seeks to strengthen participants’ connections to the computational biology community, reduce the professional isolation that faculty can experience at smaller institutions, and provide strategies and resources to support career advancement.

Ryu and Perreault participated in the network’s first in-person workshop Aug. 3–4 at Reed College in Portland, Oregon. The workshop introduced participants to the network, provided opportunities to build relationships with peers, and highlighted resources for teaching and undergraduate research.

A central component of CompBioPMN is the development of sustained peer-mentoring relationships. During the 2026–27 and 2027–28 academic years, participants will meet regularly in small “Alliance” groups of approximately four to six faculty members. These groups are designed to provide ongoing mentorship, accountability and community while helping participants establish and make progress toward individual professional goals.

The program also provides opportunities for participants to exchange educational resources and approaches for teaching and mentoring undergraduate research at the intersection of biology, computer science and mathematics.

Participation in CompBioPMN complements �鶹��Ƶ’s commitment to interdisciplinary teaching, scholarship and undergraduate research. Through the network, Ryu and Perreault will have opportunities to develop new collaborations with faculty at other undergraduate-focused institutions, exchange ideas for integrating computational approaches into computational biology education and research, and bring new resources and perspectives back to the �鶹��Ƶ community.

The CompBioPMN Program is organized by Anna Ritz, Margaret Oakley Dayhoff associate professor of bioinformatics at Reed College, and is supported by the National Science Foundation through the Division of Biological Infrastructure (Award #2527521 to Ritz).

Viral myocarditis is a potentially serious condition in which a viral infection triggers excessive inflammation that damages the heart. When the body detects the virus, it activates an immediate defense system called the innate immune response. That response is necessary for controlling the infection, but if it is too strong, lasts too long or occurs at the wrong time; the resulting inflammation can also damage heart tissue. Their project seeks to understand why the immune response sometimes protects the heart and, at other times, contributes to injury.

A mathematical model allows Ryu and Rivera-Serrano to create a simplified, virtual representation of what is happening inside the infected heart in ways that are currently impossible to achieve using biology and experiments alone. They will use equations to describe how the amount of virus changes over time, how different heart and immune cells respond, how those cells communicate through signaling molecules, and how those interactions influence inflammation and tissue damage.

“Our goal is to develop a mathematical model that integrates several biological processes occurring during viral myocarditis, including viral replication, infection and death of heart muscle cells, activation of antiviral defenses, recruitment of immune cells, inflammatory signaling and longer-term tissue damage,” said Ryu, associate professor of mathematics.

This will be a highly interdisciplinary project. Ryu, as a principal investigator, will lead the development, simulation and mathematical analysis of the model, while Rivera-Serrano, as a co-principal investigator, will provide expertise in virology, cell biology and innate immunity and will lead the experimental component.

“The mathematical and laboratory work will inform one another—experimental findings will help us make the model more biologically realistic, while predictions from the model will help us decide which biological interactions and hypotheses should be tested in the laboratory with undergraduate researchers here at �鶹��Ƶ,” Ryu said.

The project combines computational research, led by Ryu, with hands-on laboratory experiments, led by Rivera-Serrano.

“In the laboratory, we will grow heart and immune cells to examine how viral infection changes the behavior and biochemical signals produced and received by these distinct cell types,” Rivera-Serrano said. “We will measure outcomes such as viral infection and replication, cell survival or death, and the production of antiviral and inflammatory signaling molecules”.

These experiments will provide currently unavailable data that can be incorporated into the mathematical model and used to evaluate whether the model accurately reflects biological behavior. The process will also work in the other direction: if the model predicts that a particular cell type, signaling molecule or time point has an especially strong effect on inflammation, they can design experiments to test that prediction. Rather than treating the laboratory and mathematical components as separate projects, Ryu and Rivera-Serrano see them as a continuous feedback loop.

This research is important because the body needs a strong enough response to control the virus, but excessive or prolonged inflammation can weaken the heart, interfere with its electrical activity, and contribute to heart failure or other serious complications. Although many aspects of viral myocarditis have been studied, it remains difficult to understand how the different cardiac and immune cells communicate and how their interactions collectively shape disease progression over time.

“By combining mathematical modeling with laboratory experiments, we can gain insights into the immune response that neither approach could achieve independently,” Ryu said. “This allows us to integrate existing knowledge, identify the most influential biological mechanisms, and determine which questions are the most important to investigate experimentally. Ultimately, our goal is to provide researchers with a better roadmap for understanding when inflammation is protective and when it begins to damage the heart. That knowledge could guide future studies aimed at developing safer and more effective treatments for viral myocarditis.”

By the end of the project, Ryu and Rivera-Serrano hope to have developed and experimentally evaluated a mathematical framework that explains how viral replication, antiviral immunity, inflammatory signaling, and communication among heart and immune cells shape the progression of viral myocarditis.

Undergraduate research will be a central component to this project. Students from biology, mathematics, engineering and related STEM disciplines will be able to contribute according to their interests and expertise while also learning how researchers communicate and collaborate across disciplinary boundaries.

Students may help review scientific literature, design the model, estimate biological parameters, write and analyze computer simulations, conduct cell biology and biochemical experiments, analyze experimental data and compare laboratory findings with model predictions. They will also gain experience communicating their work through research presentations, national conferences and scientific publications.

“A particularly valuable aspect of the project is that students will not be limited to one narrow role,” Rivera-Serrano said. “A biology student may learn how experimental observations are converted into equations, while a mathematics or engineering student may learn how assumptions in a model correspond to actual cellular processes. Learning to communicate across disciplines is one of the most valuable skills students can develop for today’s biomedical research, where many important problems require expertise from multiple fields.”

�鶹��Ƶ Professor of BIology Dave Gammon recently attended the of the in Cincinnati, Ohio. He presented research he began while working in the summer of 2025 with a SURE student, Virginia Campbell ’26.

The research project Gammon presented at ABS centers on the evolution of vocal mimicry in the taxonomic family that includes the , , and the . He specifically compared the mimicry of these three species and found that mockingbirds mimic five times as much as the other two species. Counterintuitively, he also found that the diversity of mimicry is similar between the three species.

One of his most intriguing findings is that each mimic species puts its own ‘vocal stamp’ on the sounds of the species they imitate. For example, even though normally repeat their syllable phrases four or five times, catbirds don’t repeat wren phrases at all, thrashers repeat them just twice, and mockingbirds repeat them three or more times. These numerical differences match acoustic differences already found in the nonmimetic sounds of these three mimic species, suggesting that copying models perfectly is less important than following species-specific rules for how to sing.