Graduate Student Training Enhancement Grants (GSTEG) 2017-2018 Report

Graduate Student Training Enhancement Grants (GSTEG) grantees

Background

Together Duke, the university’s 2017 strategic plan, includes a goal to provide a transformative educational experience for all students and sets forth increased opportunities for graduate and professional school students to prepare for a wide array of career options.

Duke’s Graduate Student Training Enhancement Grants (GSTEG) program supports doctoral and master’s students to stretch beyond their core disciplinary training and deepen preparation for academic positions and other career trajectories. Through this internal funding mechanism, students are encouraged to propose an experience that would enhance or expand their training (e.g., an internship, training workshop, or hands-on learning opportunity not available within their program or at Duke).

Proposals require endorsement from the student’s primary faculty mentor, and a clear explanation of how the experience will broaden the applicant’s intellectual perspective and potentially impact his or her dissertation research or capstone project. The proposed experience may last for up to one full semester; most take place during the summer. All current graduate students (including master’s, professional, and Ph.D. students) in any program at Duke University are eligible to apply. All internships, work, and services proposed must be performed outside of Duke (i.e., may not be work for Duke).

This grant program began in 2016-2017; for information about the first cohort, please see the 2016-2017 GSTEG report.

Applicant Pool

For the 2017-2018 academic year, a January 2017 RFP invited all current Duke graduate students to propose training enhancement activities lasting up to one semester. We received 58 proposals, which were reviewed by an ad hoc committee convened by the Vice Provost for Interdisciplinary Studies with representation from faculty, institute directors, and graduate students, representing all divisions of knowledge.

Among the applicants, there were 47 Ph.D. students, 9 master’s students, 1 M.D. student, and 1 Th.D. student. Together they represented Arts & Sciences (29 students), Nicholas School of the Environment (10), Sanford School of Public Policy (4), and School of Nursing (4) as well as the Divinity School, School of Medicine, and Pratt School of Engineering (1 each); the remaining 8 applicants came from various interdisciplinary graduate programs.

2017-2018 GSTEG Recipients

Eighteen students received 2017-2018 GSTEG grants. The majority (15) were Ph.D. students, with 2 master’s students and 1 Th.D. student. They came from Arts & Sciences (7), Nicholas (5), and Divinity, Medicine, Nursing, Pratt, and Sanford (1 each); 1 student was in the Global Health master’s program based in the Duke Global Health Institute. The average award was $2,225.

Student Program Proposed Use of GSTEG Faculty Mentor
ARTS & SCIENCES            
Sarah (Sally) Bornbusch Ph.D. in Evolutionary Anthropology Work at North Carolina Museum of Natural Sciences’ Genomics & Microbiology Research Lab to learn how to assess antibiotic resistance in bacterial microbiomes of nonhuman primates, to inform dissertation on relationship between primate gut microbiomes and host health Christine Drea
Lok Chan Ph.D. in Philosophy Take part in Udacity Machine Learning Program to develop skills needed to produce a web-based application for logic education and, through practice, a deeper understanding of philosophical differences between Bayesian and Frequentist statistical methods, which will inform dissertation on learning and testing through lenses of philosophy and statistics Kevin Hoover
Emily Cherenack Ph.D. in Clinical Psychology Volunteer with Femme International to implement reproductive health intervention for adolescent girls in Tanzania, and receive training from Dr. Adam Carrico at University of Miami on how to use biological measures in research with women, which will further ability to conduct research on reproductive and sexual health among adolescent girls in Tanzania Kathleen Sikkema
William Cioffi Ph.D. in Ecology Attend course at University of Utah on stable isotope biogeochemistry and ecology, which will support dissertation proposal to use baleen from fin whales to reconstruct individual life histories and assess changes in foraging ecology, reproduction and stress Andrew Read
Stephanie Manning M.A. in Digital Art History Attend course at Sotheby’s Art Institute on finance and art markets to deepen understanding of the art market industry, including financial aspects behind valuing and appraising art, to prepare for career as specialized art consultant or investment analyst Sheila Dillon
Kate Thomas Ph.D. in Biology Conduct coding-intensive research at Monterey Bay Aquarium Research Institute, drawing on its database of millions of deep-sea animal sightings, to inform research on vision and bioluminescence in deep-sea cephalopods Sönke Johnsen
Jillian Wisse Ph.D. in Ecology Learn a novel analysis technique (liquid chromatography/tandem mass spectrometry for blubber analysis) at National Institute of Standards and Technology, to support a preliminary analysis using remote blubber biopsy samples from pilot whales Douglas Nowacek
DIVINITY SCHOOL
Dustin Benac Th.D. in Theology Attend Qualitative Research Methods Intensive Seminar at University of North Carolina’s Odum Institute for training in qualitative data collection and interpretation, to be applied to a pilot study examining patterns of connection among five church-related educational institutions in Pacific Northwest Craig Dykstra
SCHOOL OF MEDICINE
Bria Moore Ph.D. in Medical Physics Attend course on radiation emergency medicine at Oak Ridge Associated Universities to learn practical aspects of handling contaminated patients in a hospital setting, which will improve ability to communicate effectively with medical professionals in emergency situations Terry Yoshizumi
NICHOLAS SCHOOL OF THE ENVIRONMENT
Amelia Meier Ph.D. in Environment Train at Institute for Research in Tropical Ecology in Gabon to learn genetic analysis methods necessary to identify individual forest elephants, which will inform dissertation on elephant tracking in Gabon John Poulsen
Kirsten Overdahl Ph.D. in Integrated Toxicology and Environmental Health Purchase software licenses for cheminformatic programs Schrodinger and Py Mol, which are required for a UNC course on research in pharmaceutical sciences, which will inform dissertation on chemical pollutant structure/occurrence and biological effects P. Lee Ferguson
Ryan Peabody Ph.D. in Earth and Ocean Sciences [later decided to graduate with M.S. degree] Take course at Bermuda Institute of Ocean Sciences on modern observational oceanography with a focus on carbon and nutrient sampling, to support research employing oceanographic data, satellite remote sensing data and models to examine linkage of large-scale ocean circulation and ocean productivity Susan Lozier
Seth Sykora-Bodie Ph.D. in Marine Science and Conservation Participate in Hawaiian Islands Cetacean and Ecosystem Assessment Survey to inform dissertation on comprehensive approaches to Antarctic resource management and conservation Lisa Campbell and Andrew Read
Anna Wade Ph.D. in Environment Train at Pacific Northwest National Laboratory in use of silicon-32, a radioisotope serving as a novel dating tool for environmental processes, which will support dissertation research on legacy sediment Daniel Richter
SCHOOL OF NURSING
Allison Lewinski Ph.D. in Nursing Attend course at University College London on applying principles of behavior change in behavioral research interventions, which will help in characterizing social interaction and support among individuals with type-2 diabetes who engage with one another in a computer-mediated environment Allison Vorderstrasse (formerly of the School of Nursing)
PRATT SCHOOL OF ENGINEERING
William Gerhard Ph.D. in Civil and Environmental Engineering Intern with Danish Hydraulic Institute in Singapore to incorporate antibiotic resistance genes and pathogens into a global ballast water movement model, which will support dissertation research and potentially inform policy and regulatory decisions under debate by the United Nations Claudia Gunsch
SANFORD SCHOOL OF PUBLIC POLICY
Mercy DeMenno Ph.D. in Public Policy Gain hands-on experience interning with the Organisation for Economic Co-operation and Development conducting research related to the theory and practice of effective regulatory governance in the financial sector Frederick Mayer
DUKE GLOBAL HEALTH INSTITUTE
Sophie Galson M.S. in Global Health Take part in residential immersive Swahili course at The Training Centre for Development Cooperation in Eastern and Southern Africa in Tanzania, to support research project on hypertension in emergency department of Kilimanjaro Christian Medical Center Catherine Staton

Types of Grant Activities and Examples of Impact

Hands-on Training

Assessing Antibiotic Resistance to Understand How Wild and Captive Lemurs Stay Healthy

Sally Bornbusch spent a summer with the Genomics & Microbiology Research Lab at the North Carolina Museum of Natural Sciences learning how to assess antibiotic resistance in bacterial microbiomes of non-human primates such as lemurs. This experience will inform her dissertation on the relationship between primate gut microbiomes and host health.

Sally BornbuschI learned laboratory skills (e.g., qPCR) necessary to assess the presence of 86 known antibiotic resistance genes in the gut and armpit microbiomes of multiple lemur species. I was also able to spend a portion of the summer collecting lemur microbiome samples both from lemurs at the Duke Lemur Center and, with the help of collaborators, from wild lemurs in Madagascar. With my newly acquired analysis skills, I will be able to characterize antibiotic resistance in these invaluable samples, a novel research project that greatly enhances my dissertation research.

Sally Bornbusch, Ph.D. in Evolutionary Anthropology

With New Skills in Genetic Analysis, Ph.D. Student Enhances Study of Forest Elephants

Amelia Meier researches forest elephants in Gabon. She set out to learn how to conduct genetic analysis to help identify individual elephants, which will inform her dissertation.

I was able to receive one-on-one training in genetic analysis at the Institute for Research in Tropical Ecology in Gabon. Over 14 days I worked directly with the scientist who developed the Single Nucleotide Polymorphism (SNP) panel necessary to identify individual elephants from their dung.

After learning the theory behind SNP genotyping, I was trained on how to use and interpret results from DNA sequencing equipment such as a Real-time Polymerase Chain Reaction (PCR) machine. These skills are critical to my dissertation.

Amelia Meier, Ph.D. in Environment

From Hawaii to the Antarctic, Ph.D. Student Works to Protect Endangered Species

How can marine protected areas be used to reduce habitat degradation and biodiversity loss? Seth Sykora-Bodie took part in the Hawaiian Islands Cetacean and Ecosystem Assessment Survey to inform his dissertation on Antarctic resource management and conservation.

Seth Sykora-BodieI applied for GSTEG to participate in a large-scale marine mammal survey being conducted by the National Oceanic and Atmospheric Administration’s National Marine Fishery Service to gain experience in collecting the data that underlies federal conservation and management decisions. I learned more about survey design and methods, marine mammals acoustics, and even seabird identification. It was one of the most memorable experiences of my life and significantly improved my understanding of the data, and how it is collected, that underpins much of the work of my dissertation.

Seth Sykora-Bodie, Ph.D. in Marine Science and Conservation

Biologist Builds Skills in Coding to Study Deep-sea Marine Animals

Kate Thomas conducted research at the Monterey Bay Aquarium Research Institute, drawing on its database of millions of deep-sea animal sightings, to inform her work on vision and bioluminescence in deep-sea cephalopods. She will be a postdoctoral fellow at the Natural History Museum in London.

Kate ThomasI spent two months using physical oceanographic data collected at sea to model light levels in the deep ocean and test how these correlate to patterns of animal distributions.

This project expanded the scope of my scientific training and how I think about my future research goals. In addition, it has turned into an ongoing collaboration across three institutions and a long-term effort to understand the variability of midwater light fields and their effects on deep-sea communities.

Kate Thomas, Ph.D. in Biology

What’s in the Soil? Student Heads to IsoCamp to Learn New Skills for Analyzing Forests

Anna Wade attended the University of Utah’s two-week IsoCamp, which trains Ph.D. students and postdocs how to use stable isotopes to model environmental and ecological processes, to enhance her dissertation research on lead (Pb) in southeastern forest soils.

Equipment[I learned] how to use a ThermoElectron isotope ratio mass spectrometer, how to collect and prepare environmental samples, and how to use isotope-mixing models to interpret the results. Because of this training experience, I’ll have a much better grasp of how to use stable isotopes of Pb to delineate between natural and contaminant sources of lead. The tools and connections will provide solid groundwork for my isotopic research.

Anna Wade, Ph.D. in Environment

A Deep Dive into Blubber Samples Yields a Novel Method to Study Whales

Jillian Wisse studies a species of pilot whale that dives especially deep. To learn more about how they relate to their environment, she sought specialized training at the National Institute of Standards and Technology’s Hollings Marine Laboratory in Charleston.

Hollings Marine LaboratoryI worked with a leading endocrine researcher to learn hormone extraction and tandem mass spectrometry. With her guidance, I developed a novel analysis method, which will allow scientists to conduct more efficient and comprehensive hormone analyses of these tissue samples, aiding efforts to understand the behavior and physiology of these difficult-to-access animals.

Jillian Wisse, Ph.D. in Ecology

Internships

Learning New Skills to Study Girls’ Mental and Reproductive Health in Tanzania

To enhance her dissertation on mental and reproductive health among adolescent girls in Tanzania, Emily Cherenack volunteered with a nonprofit and received specialized training on biological markers.

Emily CherenackFor half the summer, I worked with Dr. Adam Carrico at the University of Miami to learn how to use biological markers in research with HIV-positive women. For the other half, I lived in Moshi, Tanzania, and worked with the NGO Femme International. I learned how to conduct research on menstruation with adolescent girls in schools and saw how to implement education interventions with girls.

GSTEG was essential for me to gain these experiences and work with experts and in the field to develop an interdisciplinary dissertation that merges the fields of clinical psychology and reproductive health.

Emily Cherenack, Ph.D. in Clinical Psychology

Research Residency with the OECD Provides Hands-on Experience with Regulatory Policymaking

Mercy DeMenno completed a three-month research residency at the Organisation for Economic Co-Operation and Development (OECD) in Paris, where she worked with the Directorate for Public Governance in the Regulatory Policy Division.

Mercy DeMennoI undertook a wonderful experiential learning and collaborative research experience in 2017, which enabled me to contribute to the theory and practice of effective regulatory governance.

The Regulatory Policy Division’s portfolio covers a range of regulatory governance issues, and the Division has developed key competencies in several areas germane to my dissertation research—including stakeholder participation in rulemaking, regulatory impact assessment, and international regulatory co-operation—making it an ideal place to work at the intersection of the theory and practice of effective regulatory governance as a doctoral student. The GSTEG experience contributed to my envisaged academic and professional trajectory by improving my research, leadership, and communication skills; enhancing the quality and impact of my dissertation; and embedding me in a network of critical importance to my post-degree job search.

Mercy DeMenno, Ph.D. in Public Policy

What’s in the Water? Ph.D. Student Studies the Organisms in Large Ships’ Ballast Tanks

Ships fill and empty their ballast tanks as needed for stability. Whenever ballast water is taken on or discharged, aquatic plants and animals go along for the ride, which increases the risk of introducing invasive species. William Gerhard spent a month in Singapore for an internship with the Danish Hydraulic Institute (DHI), where he learned how to incorporate antibiotic resistance genes and pathogens into a global ballast water movement model.

William GerhardThis company specializes in creating modeling software for hydrologic systems. In addition, DHI operates the only tropical ballast water testing facility in the world. My dissertation focuses on the microbial community of ballast water in large ships, so their expertise in ballast water and modeling proved especially informative to my ongoing work. The unique opportunity afforded by GSTEG allowed me to explore a potential future career path while also expanding comfort zones within my dissertation research.

William Gerhard, Ph.D. in Civil and Environmental Engineering

Courses

An Interdisciplinary Exploration of Patterns of Connection in the Practice of Faith

Dustin Benac wanted to enhance his training in theology and organizational theory by integrating qualitative data collection and interpretation into his research. A summer course at UNC’s Odum Institute for Research in Social Science proved timely, and he went on to apply this new knowledge to a study examining patterns of connection among five church-related educational institutions in the Pacific Northwest.

Dustin BenacThe impact extends well beyond this single course. I have since worked with colleagues from across the university to consider approaches to visually depict the preliminary findings from my qualitative research. I will present a paper at the Pacific Northwest American Academy of Religion Annual Meeting and have a book review coming out in the Journal of Interdisciplinary Studies.

The opportunity to receive supplemental training has deepened my knowledge, vastly expanded my network, and equipped me to engage and support a wider range of research from across the university. While the specific methods training and research experiences will certainly inform the scope and content of my dissertation, I anticipate the range of relationships and experiences that have followed will have the most significant impact on my development as a scholar.

Dustin Benac, Th.D. in Theology

Machine Learning Techniques Help Philosopher Build an App for Logic Education

Lok Chan is writing a dissertation on learning and testing through the lenses of philosophy and statistics. To develop the skills he needed to produce a web-based application for logic education, he enrolled in Udacity’s Machine Learning Nanodegree Program.

Lok Chan's logic app exampleWhat I learned has had a tremendous impact on both my interest as a researcher and as an educator. This program provides practice-oriented training in various machine learning techniques, such as supervised learning, reinforcement learning, and convolutional neural networks. Using these techniques, I have made substantial improvement to the logic education application I have previously developed.

Initially, my application could only generate logic problems in a purely random manner. With machine learning techniques, however, I have devised a model in which a student’s response could be used as a basis for generating a problem that addresses her particular strengths and weaknesses.

Lok Chan, Ph.D. in Philosophy

Ecology Doctoral Student Analyzes Whales’ Baleen to Reconstruct the Story of a Species

What can a fin whale’s feeding apparatus tell us about that animal? William Cioffi took a summer course on stable isotope ecology to support his dissertation on using baleen from fin whales to reconstruct individual life histories and assess changes in foraging ecology, reproduction, and stress.

William CioffiBaleen whales are named for the keratin plates that comprise their feeding apparatus. These plates grow continuously throughout an animal’s life. By repeatedly sampling for stable isotope analysis along the growth axis of an individual plate, a time series can be generated that provides information about foraging and migratory behavior that might have been occurring when that part of the plate was growing. These data provide a window into the past for populations that may no longer exist, but for which baleen plates have been archived in museums or other collections.

Most exciting about this course was the opportunity to discuss ideas and challenges with other students and instructors who had all spent a great deal of time thinking about these issues. The participants included those studying vertebrates, geology, botany, and even forensic science.

William Cioffi, Ph.D. in Ecology

From Durham to Moshi, New Skills Strengthen Research on Hypertension and Emergency Care

Sophie Galson has been collaborating on a research project on hypertension in the emergency department of Kilimanjaro Christian Medical Center in Moshi, Tanzania. To build her language skills and strengthen her contribution to this ongoing work, she enrolled in a residential immersive Swahili course at The Training Centre for Development Cooperation in Eastern and Southern Africa (TCDC).

Sophie GalsonI have greatly enjoyed learning the language and culture, and the weekly tutoring sessions have helped greatly to accelerate this progress. The TCDC course was a perfect capstone experience and I was able to start at an intermediate level due to the tutoring.

This grant has also had effects beyond myself. Our team has been motivated by my experience to slowly start to incorporate more Swahili into our weekly meetings. I am thrilled to be staying at Duke and will be starting this summer as an assistant professor in the Department of Surgery, Division of Emergency Medicine!

Sophie Galson, M.S. in Global Health

Delving into Behavior Change to Help Improve Health Outcomes in Adults with Diabetes

To inform her work on social interaction among individuals with type-2 diabetes who engage with one another in a computer-mediated environment, Allison Lewinski took part in a week-long course at the University College London Centre for Behaviour Change.

Allison LewinskiThis course expanded my knowledge about all the components to consider when designing behavior change interventions! I obtained insight into what behaviors to select and target in an intervention and what factors to consider when developing an intervention. I interacted with individuals from a variety of backgrounds who were also interested in developing interventions focused on changing behaviors. Overall, this course better prepared me for the postdoctoral position I recently started in health services research at the Durham Center for Health Services Research in Primary Care at the Durham Veterans Affairs Medical Center.

Allison Lewinski, Ph.D. in Nursing

Summer Course Provides an Immersive Exploration of the Value of Art

In preparation for a career as a specialized art consultant or investment analyst, Stephanie Manning took a summer course at Sotheby’s Institute of Art in London to deepen her understanding of the art market industry.

Stephanie ManningThis experience has forever changed the way I view art. I have always considered the intrinsic value when viewing art, and now I push deeper into my thoughts on the financial value of the work to consider how much others would be willing to pay for it, and the value I place on the emotional response I gather from the work.

Through this experience, I was able to better understand the valuation and appraisal of art and the cultural heritage of Sotheby’s art auctions. Being able to personally interact with gallery curators and to visit some of the most prestigious and historic museums in London allowed me to experience how art professionals interact with the art they showcase and preserve, and how intertwined and complex the cultural and financial values are in the art of appraisal.

Stephanie Manning, M.A. in Digital Art History

Training in Radiation Emergency Medicine Prepares Student for Role in Patient Care

Bria Moore enriched her training by attending a course on radiation emergency medicine at Oak Ridge Associated Universities. Learning about the practical aspects of handling contaminated patients in a hospital setting will improve her ability to communicate effectively with medical professionals in emergency situations.

Bria MooreThis experience was invaluable. The opportunity to work hand in hand with experienced emergency medicine physicians, nurse practitioners, and general physicians in an emergency room setup was amazing. As one of only two physicists in the room, I enjoyed the chance to determine my niche in patient care for radiological events.

I left Oak Ridge with a new confidence in my abilities to meld well in an emergency room, and a broad network of friends and colleagues in a variety of medical fields that I hope will be valuable resources later in my career.

Bria Moore, Ph.D. in Medical Physics

Graduate Student Sees Clear Benefits of Observational Oceanography Training in Bermuda

Ryan Peabody sought to learn more about modern observational oceanography to support his research on the linkage between large-scale ocean circulation and ocean productivity. A hands-on course at the Bermuda Institute of Ocean Sciences provided a vital supplement to his graduate training.

Ryan Peabody and fellow studentsI had the opportunity to learn about the capabilities of modern ocean observing platforms and to gain practical experience working with them in the field.

It was a great chance to meet other oceanographers and oceanography students, and learn more about the field methods being developed in the field.

Ryan Peabody, M.S. in Earth and Ocean Sciences

Research Materials

Molecular Modeling Techniques Aid Exploration of Environmental Contamination

Kirsten Overdahl’s work explores the occurrences and biological effects of emerging environmental contaminants in indoor environments. To further her dissertation research, she sought to purchase software to implement machine learning-based molecular modeling to predict chemical behaviors.

Kirsten OverdahlI spent Fall 2017 in the Molecular Modeling Lab in the Eshelman School of Pharmacy at UNC-Chapel Hill three times per week, training on the modeling techniques that we have since begun to implement in our laboratory. We spent Spring 2018 exploring how we could successfully implement public-domain programs; while we can do many things with these programs, we elected to purchase Schrodinger’s Materials Science Suite. This program will allow us to generate all possible 3-dimensional conformers of the 2-dimensional molecular structures we are able to identify in our search for emerging environmental contaminants.

Kirsten Overdahl, Ph.D. in Integrated Toxicology and Environmental Health

Looking Ahead

A January 2018 RFP invited all current Duke graduate students (including master’s, professional, and Ph.D. students) to propose graduate training enhancement activities lasting up to one semester. We received 36 proposals for the third GSTEG cohort. Proposals were reviewed by a panel of faculty and graduate students from across the university.

Fourteen students received GSTEG grants for use in 2018-2019. Their graduate programs are housed in Arts & Sciences (7 students), Nicholas School of the Environment (4), School of Law (1), School of Nursing (1), and Pratt School of Engineering (1). Thirteen are Ph.D. students; one student is pursuing her S.J.D. The average award was $3,254. Recipients will report on their activities by June 30, 2019.

Student Program Proposed Use of GSTEG Faculty Mentor
ARTS & SCIENCES
Torang Asadi Ph.D. in Religion Enroll in human computer interaction and user experience research courses at UC-Berkeley, Coursera, and Stanford in Summer 2018 to learn methods for studying ways in which humans and machines are intertwined in constituting humanity, to support research on healthcare among Iranians in northern California David Morgan
Christina Bejjani Ph.D. in Psychology and Neuroscience Attend one of two Computational Summer Schools to acquire computational analytic skills, learn how to incorporate novel and innovative themes within human neuroscience research, and network with leading researchers and fellow attendees Tobias Egner
Yanyou Chen Ph.D. in Economics Take part in week-long Railway Operations module of Railway Executive Development Program at Michigan State University, to learn about such topics as how a rail network is formed and operated, how locomotive and car leasing works, and how carpooling and fleet management is conducted Christopher Timmins
Gray Kidd Ph.D. in History Engage in six weeks of professional training in the production of documentary films in Recife, Brazil, in order to produce a companion piece to dissertation, reach underrepresented publics in field research, and build skills as a public humanist John D. French
Zachary Levine Ph.D. in Cultural Anthropology Enroll in plant medicine course at the Jardim Botânico of Rio de Janeiro in Spring 2018 to develop a more rigorous understanding of science-based fundamentals of plant healing, in support of research on Brazil’s state-sanctioned use of ayahuasca Diane M. Nelson
Adrian Linden-High Ph.D. in Classical Studies Attend International Image Interoperability Framework (IIIF) workshop at University of Victoria, Canada, in June 2018, to build skills in using ultra-high-resolution photographic reproductions of cultural heritage objects Mary T. Boatwright
Julia Notar Ph.D. in Biology Take part in two-week Sensory Ecology Course at Lund University, Sweden, in October 2018, to learn about multiple topics in the field of sensory ecology and support dissertation research on visual ecology Sönke Johnsen
SCHOOL OF LAW
Christine Ryan S.J.D. in Law Conduct fieldwork to examine the role of international human rights law in access to abortion in Kenya; collaborate with advocacy organizations, policymakers, healthcare workers, and grassroots organizations; assess relevance of international human rights law in tackling obstacles to implementing court judgments and national abortion laws Katharine T. Bartlett
NICHOLAS SCHOOL OF THE ENVIRONMENT
Patrick Gray Ph.D. in Marine Science and Conservation Attend Rutgers University Marine Technology Glider Camp to gain experience using oceanographic gliders and intern with a team experienced in applying artificial intelligence data analysis techniques to ecology, to better design and answer novel questions about the ecology of marine mammals David W. Johnston
Hillary Smith Ph.D. in Marine Science and Conservation Spend two months as a fellow of the Fisheries and Aquaculture Department at the UN Food and Agriculture Organization (FAO) headquarters in Rome to learn more about the organization’s role in small-scale fisheries policy, to support dissertation on implementation of FAO’s first global policy instrument for the small-scale fishing sector Xavier Basurto
Weiyi Tang Ph.D. in Earth and Ocean Sciences Collaborate with Dr. Julie Robidart’s laboratory at National Oceanography Centre in Southampton, UK, to acquire training on how to identify types of diazotrophs in North Atlantic Ocean and explore how the microbial community influences N2 fixation rates, to support research on marine N2 fixation Nicolas Cassar
Phillip Turner Ph.D. in Marine Science and Conservation Develop informational materials in collaboration with the International Seabed Authority (ISA) and take part in the 24th Session of the ISA Council in Kingston, Jamaica, in July 2018, to introduce the seabed beneath the Middle Passage as a potential cultural heritage site Cindy Lee Van Dover
SCHOOL OF NURSING
Morine Cebert Ph.D. in Nursing Attend three courses at Odum Institute’s Qualitative Research Summer Intensive at UNC-Chapel Hill in July 2018 and complete online Nurse Certificate Course for Reproductive Endocrinology and Infertility, to support research on reproductive endocrinology care among African-American women Rosa M. Gonzalez-Guarda and Eleanor Stevenson
PRATT SCHOOL OF ENGINEERING
Siddharth Kawadiya Ph.D in Civil and Environmental Engineering Intern at Firmenich in Geneva to learn analytical methods of headspace analysis of reinvented toilets (which are off the grid; without any connections to water, sewer, or electricity), and incorporate the methods into the lab-scale testing of odor elimination capacity of odor-removing pouches Marc A. Deshusses

Learn More

The next RFP will be released in early 2019. All current Duke graduate students may propose graduate training enhancement activities lasting up to one semester, for use during the 2019-2020 academic year. If you have any questions, please contact the Office of the Vice Provost for Interdisciplinary Studies (216 Allen Building, 919-684-1964, interdisciplinary@duke.edu).

Duke Students Investigate Barriers to Sanitation Access in Lowndes County, Alabama

The D-SIGN team with faculty and community partners in Alabama

Duke University graduate students Emily Meza (M.E.M.), Katy Hansen (Ph.D., Environmental Policy), and Ryan Juskus (Ph.D., Religion) sought to contribute to a Emily Meza, Katy Hansen, and Ryan Juskuscommunity-based research partnership between the Duke Human Rights Center and the Alabama Center for Rural Enterprise to improve wastewater treatment in Lowndes County, Alabama.

Guided by their faculty sponsors Erika Weinthal and Elizabeth Albright, they received a Duke Support for Interdisciplinary Graduate Networks (D-SIGN) grant for 2017-2018. Here are excerpts from their year-end report.


The latest American Community Survey found that 630,000 U.S. households do not have a toilet or running water. Addressing the complex challenges undergirding lack of access—from limited technology to lack of funding and institutional shortcomings—require interdisciplinary efforts.

In close collaboration with the Alabama Center for Rural Enterprise (ACRE), our D-SIGN team, comprised of doctoral and professional students from the Duke Divinity School, Law School, Nicholas School of the Environment, and Sanford School of Public Policy, focused on improving access to wastewater treatment in Lowndes County, Alabama, where up to 90% of households have either no or inadequate access to sanitation.

The project started with a site visit in July 2017. We hosted community meetings in Lowndes County to discuss the initial research and diagnosis the problem, and visited several homes without adequate access to sanitation. We decided to focus on the interlaced physical and financial barriers to sanitation access

Household Sanitation Conditions

Team looking at the lagoon near Hayneville

Emily Meza spent the year assessing likely predictors of seeing raw sewage on the ground, as well as broadly defining the scale and scope of the struggles with wastewater treatment faced by Lowndes County. Her analysis relies on an EPA-funded community survey conducted by ACRE and community volunteers in 2011-2012.

Approximately 2,450 households (~56% of households county-wide) were interviewed in person about sanitation conditions in their home and on their property. Four main types of wastewater disposal methods were identified—full sewer connection, settling tank connected to sewer, septic systems, and straight pipes (lack of any treatment). While 92% of the county reported being served by a municipal drinking water utility, only 21.8% were served by a sewer system. As expected, residents that used straight pipes to dispose of their wastewater were ~36 times more likely than residents connected to a full sewer to report raw sewage on the ground. Additionally, those whose septic or settling tanks were not operating properly were ~35 times more likely to see raw sewage. Improving sanitation and reducing exposure to raw sewage in Lowndes County requires addressing both private household needs as well as the municipal utilities with failing infrastructure.

Emily presented her results with the ACRE team to congressional staffers and industry representatives in Washington, D.C. in March 2018.

Kelsey Rowland, Carly Osborne, and Emily Meza at the stakeholder meeting in Washington

It was very encouraging to be in a room with thirty-plus people all working on similar issues. We heard from scholars at Baylor, Columbia, and Michigan State, as well as the nonprofit and private sector stakeholders. While my research focused on Lowndes County, hearing from so many viewpoints impressed how widespread sanitation issues are in both the US and worldwide. Multiple congressional staffers also attended the full day workshop, and a month later Senator Cory Booker introduced a bipartisan bill to the Senate to address these issues. While Catherine had been working with Senator Booker for a while, our stakeholder meeting helped get a critical mass of interest around the problems. Having played an active role in that was significant and encouraging experience, even if there remains much work ahead.

—Emily Meza, second-year Master of Environmental Management student

Funding for Wastewater Treatment Infrastructure

Katy Hansen and Danielle Purifoy at the AAG

Katy Hansen worked closely with Bryce Cracknell (Trinity ’18) and five other undergraduates to track the sources and distribution of federal and state funding for wastewater treatment infrastructure. This team collected information on funding from agencies’ websites, compiled and cleaned the data, and are in the process of writing an article and policy brief about the distribution of federal funding for wastewater infrastructure in Alabama.

This work will help determine whether the percentage of nonwhite or low-income residents influences the likelihood of applying for and receiving financial assistance. Eligibility criteria, application and recipient requirements, and insufficient funding act as barriers to low-resource communities seeking funding. Katy presented this work with Danielle Purifoy at the American Associations of Geographers meeting in New Orleans in April 2018.

Individuals’ Relationship to Nature

Ryan Juskus researches how people conceptualize and act on their relation to nature in contexts where social marginalization, religion, and fossil fuels are key factors. Participating in the project helped Ryan with his dissertation research on north Birmingham by improving his understanding of how race and history intersect with environmental concerns in Alabama.

His trips to Lowndes County helped him make connections between the Lowndes work and Equal Justice Initiative’s (EJI) effort to re-narrate the racial history of the region from slavery to mass incarceration. ACRE’s work dovetails well with and fleshes out EJI’s work by adding the environmental side of the story. Ryan has tried to highlight the humanities aspects of the Duke-ACRE partnership by pointing to the ways that the wastewater issue is more than technical and political in nature. It is also a deeply human story. Ryan hopes to add ethics and religion analyses to interdisciplinary research projects in environmental justice.

As a humanities scholar on a project driven by social sciences and focused primarily on technical and political solutions to the wastewater challenges in Lowndes County, I joined the team without a clear sense of what I would be able to contribute. During a visit to Lowndes County with the D-SIGN team last summer, however, I learned that the water problem is also a soil problem; the septic technology approved by the health department doesn’t work largely because of the soil structure of the “Black Belt” region of Alabama. Even more, it was the black, fertile soil of the Black Belt that proved so attractive to the cotton planters who drove demand for the domestic slave trade from the Upper South to the Black Belt.

I also learned that the famous Selma to Montgomery marchers crossed through and slept in Lowndes County, and that Stokely Carmichael first articulated the turn to black power on Lowndes soil. I then visited the Equal Justice Initiative in Montgomery and learned about their project to collect soil from historic lynching sites as part of their community memory initiative to renarrate the history of racial hierarchy in the U.S. from slavery to mass incarceration. EJI invokes hundreds of jars of soil as a witness to the era of racial terrorism and to our current responsibility to understand and combat this legacy of violence-enforced hierarchy.

As a student of Christian political theology, I immediately thought of Yahweh’s words to Cain after he killed his brother Abel, “The voice of your brother’s blood is crying to me from the ground.” When words fail, the soil can speak. But who is listening?

In short, I discovered that my role on the team was to tell these more than technical and political aspects of the project. This is a story of soil, souls, and society. Since last summer, I deepened these initial connections between the wastewater issue, EJI, and theology. I also mentored a graduate student in theology and environmental management on these themes. Together, we are proposing a panel on Lowndes County at Baylor University’s Symposium on Faith & Culture this fall.

—Ryan Juskus, third-year Ph.D. student in Religion

Peace and Justice Summit

Lastly, the team attended the opening of EJI’s lynching memorial and the Peace and Justice Summit in Montgomery, Alabama in April 2018. Both the memorial and summit were profoundly moving experiences, sober, informative, and motivating all at once.

National Memorial for Peace and Justice

Our work would not have been possible without the generous support of The Graduate School and the four-year partnership between the Duke Human Rights Center at the Franklin Humanities Institute (FHI) and the Alabama Center for Rural Enterprise. We thank Ms. Catherine Coleman Flowers (ACRE), Dr. Erika Weinthal (NSOE & FHI), Dr. Elizabeth Albright (NSOE), Dr. Megan Mullin (NSOE), and Emily Stewart (FHI) for their commitment, effort, and expertise.

About D-SIGN

This internal funding mechanism from the Office of the Vice Provost for Interdisciplinary Studies encourages graduate students to explore beyond disciplinary lines, both in research and coursework. The goal is to enable graduate students to build or extend their networks and to integrate collaborative, cross-school experiences into their programs, thereby increasing the number of individuals whose graduate training reflects Duke’s commitment to interdisciplinarity and knowledge in the service of society.

  • See who else received D-SIGN grants in 2017-2018.

 

Photos: The D-SIGN team with faculty and community partners in Alabama; Emily Meza, Katy Hansen, and Ryan Juskus; the team looking at the lagoon near Hayneville; Kelsey Rowland, Carly Osborne, and Emily Meza at the stakeholder meeting in Washington, D.C.; Katy Hansen and Danielle Purifoy at the AAG; National Memorial for Peace and Justice

Molecular Modeling Techniques Aid Exploration of Environmental Contamination

Kirsten Overdahl

As a Ph.D. student in Integrated Toxicology and Environmental Health, Kirsten Overdahl is exploring the occurrences and biological effects of emerging environmental contaminants in indoor environments. To further her dissertation research, she sought to purchase software to implement machine learning-based molecular modeling to predict chemical behaviors.

Overdahl was among 18 Duke University students who received Graduate Student Training Enhancement Grants (GSTEG) in 2017-2018 from the Office of the Vice Provost for Interdisciplinary Studies for training beyond their core disciplines. Her faculty mentor for the grant was P. Lee Ferguson; she is currently co-mentored by Dr. Ferguson and by Heather M. Stapleton.

She provided an update on her GSTEG experience, excerpted below.

I spent Fall 2017 in the Molecular Modeling Lab in the Eshelman School of Pharmacy at UNC-Chapel Hill three times per week, training on the modeling techniques that we have since begun to implement in our laboratory. This training was not only empirically valuable, but also financially valuable as well: we became aware of many freely available, public-domain modeling programs, and as a result, we were able to narrow our choice of a license that did require purchasing.

We spent Spring 2018 exploring how we could successfully implement public-domain programs; while we can do many things with these programs, we elected to purchase Schrodinger’s Materials Science Suite. This program will allow us to generate all possible 3-dimensional conformers of the 2-dimensional molecular structures we are able to identify in our search for emerging environmental contaminants. By generating 3-dimensional conformers, we aim to make great strides in our abilities to predict how emerging environmental contaminants may interact with receptors in the body.

We are currently preparing to purchase our Materials Science license. We expect to complete our purchase by the end of this summer, and we look forward to exploring new environmental contamination research moving from chemical identification to behavioral predictions.

About GSTEG

This internal funding mechanism from the Office of the Vice Provost for Interdisciplinary Studies encourages doctoral and master’s students to step away from their core research and training to acquire skills, knowledge, or co-curricular experiences that will give them new perspectives on their research agendas. Graduate Student Training Enhancement Grants are intended to deepen preparation for academic positions and other career trajectories.

  • Read other GSTEG updates from the 2017-18 grantees.
  • See who received GSTEG grants for 2018-19.

Graduate Student Network Imagines a World with Sustainable Energy for All

A few of the entries to ImaginEnergy

The Global Energy Access Network (GLEAN) is an interdisciplinary group of more than 50 Duke graduate and professional students who aim to advance sustainable solutions to address the world’s energy access challenges.

Yating Li, Muye Ru, Faraz Usmani, and Heidi VreelandHoused at the Duke University Energy Initiative, GLEAN received a Duke Support for Interdisciplinary Graduate Networks (D-SIGN) grant in 2016-17 and a follow-on D-SIGN grant in 2017-18. Doctoral students Yating Li and Faraz Usmani (Environmental Policy), Muye Ru (Earth & Ocean Sciences), and Heidi Vreeland (Civil & Environmental Engineering) served as coordinators. Their faculty sponsors were Subhrendu Pattanayak and Brian Murray.

Here are excerpts from their year-end report.


Speaker Series

A meeting of GLEAN students with Jim Rogers;GLEAN’s Energy Access Speaker Series brings world-renowned energy-access researchers and practitioners to Duke. Critically, the selection of speakers is driven entirely by the students who are part of the GLEAN community, ensuring overlap in mutual interests between visiting speakers and students.

GLEAN sponsored and organized the visits of three speakers: Professor Shu Tao (Peking University), who spoke on the rural energy transition in China; Dr. Akanksha Chaurey (ITP India), who shared her experiences developing a renewable energy strategy for Afghanistan; and Professor Jill Baumgartner (McGill University), who highlighted the importance of clean-energy programs in the context of air pollution in China.

The Speaker Series creates tangible opportunities for graduate, professional, and undergraduate students to engage with leaders in the field.

–Faraz Usmani

GLEAN’s visiting speakers recognize the breadth of talent and experiences that the students in the network have.

–Muye Ru

Case Studies

cover of volume 1 of GLEAN case studiesCurrently in its final stages of production, GLEAN’s second volume of energy-access case studies will present important research takeaways from up to five GLEAN members, providing distinct experiences on energy access across key regions of the developing world.

Focusing on a diverse range of topics—from the implications of improving energy finance for India’s solar industry to measurement of the impacts of cleaner cooking technologies in rural Madagascar—the volume aims to inform researchers, practitioners, students, and others working on energy access and energy transitions.

GLEAN’s second volume of case studies is expected to be released by the end of Summer 2018. The first volume was published in June 2017.

GLEAN members have contributed to a wide range of energy-relevant research applications across the world. The case studies collection will compile these experiences for policymakers, practitioners and researchers, who frequently find themselves ‘reinventing the wheel’ when engaging with unfamiliar contexts or communities.

–Heidi Vreeland

ImaginEnergy Photo Contest

Hannah Girardeau’s entry to ImaginEnergyRecognizing that visual media can highlight the reality of energy poverty in remote, rural settings in new and distinct ways, GLEAN organized the ImaginEnergy Photo Contest—open to students from across the world. The contest received over 40 submissions.

Winners—selected via a social media campaign led by the Energy Initiative—had the opportunity to display their photos as part of a DUU VisArts curated exhibition at Duke’s Brown Art Gallery, which runs through the end of Summer 2018.

Their photographs were also on display during the annual meeting of the Sustainable Energy Transitions Initiative (SETI), which was hosted by Duke for the third consecutive year in May 2018.

Lack of access to energy is a multidimensional challenge, and sometimes a picture is indeed worth a thousand words when it comes to demonstrating the scale of the challenge.

–Yating Li

About D-SIGN

This internal funding mechanism from the Office of the Vice Provost for Interdisciplinary Studies encourages graduate students to explore beyond disciplinary lines, both in research and coursework. The goal is to enable graduate students to build or extend their networks and to integrate collaborative, cross-school experiences into their programs, thereby increasing the number of individuals whose graduate training reflects Duke’s commitment to interdisciplinarity and knowledge in the service of society.

  • See who else received D-SIGN grants in 2017-2018.

 

Photos: A few of the entries to ImaginEnergy; Yating Li, Muye Ru, Faraz Usmani, and Heidi Vreeland; a meeting of GLEAN students with Jim Rogers; cover of volume 1 of GLEAN case studies; Hannah Girardeau’s entry to ImaginEnergy

Duke Students Share Skills with a Rural Mexican Community to Strengthen Ecotourism

Duke Desarrollo Mexico team

Ruxandra Popovici, a Ph.D. student in Environment, teamed up with Emilio Blanco Gonzalez and Adam Cullen, master’s students in Mechanical Engineering, on a proposal to help a rural Mexican community develop a renewable energy strategy and a business plan for sustainable ecotourism.

They received a Duke Support for Interdisciplinary Graduate Networks (D-SIGN) grant from the Office of the Vice Provost for Interdisciplinary Studies for use in 2017-2018, with faculty sponsor Elizabeth Shapiro-Garza.

Last summer, the three graduate students traveled with undergraduate Matheus Dias to Playa Grande. They assessed the community’s ecotourism business and energy needs, and generated two reports with recommendations.

Here are excerpts from their year-end report.

Playa Grande is a Mexican ejido, where land is jointly owned by a group of 70 community members. Residents of Playa Grande, like many rural communities in Mexico, participate in government-funded conservation programs where community members receive monetary compensation in exchange for their involvement in the sustainable management and stewardship of communal natural resources. Their conservation activities include fire prevention, protection against illegal logging and hunting, and maintaining corridors for jaguar protection.

Ejido Playa Grande

Ejido Playa Grande is part of a small group of communities that decided to invest their conservation program earnings into an ecotourism business, which is jointly owned by community members. Their company has been growing but community members are looking to improve their business strategy in order to attract more customers, as well as to transition to a renewable energy strategy to power their tourist center.

Selva Ecoturistica Playa Grande

A common problem encountered by rural communities in Mexico is that it is difficult to access experts that can provide specialized assistance in fields such as business, marketing, and engineering. To remedy this situation, students at Duke created Economic Sustainability, an initiative that connects rural community members to “student experts” that assist residents with their business and engineering needs.

Solar panels, Playa GrandeAdam and Emilio evaluated three renewable energy options – hydro, wind, and solar – and recommended that the community invest in additional solar panels, which they have found to be the most cost-effective option. Community leaders in Playa Grande have already bought additional solar panels based on this recommendation.

Matheus, an economics major, created a report documenting the community’s existing business structure and activities. This report is extremely useful for community members, as it provides concrete documentation about their business, which they can use to apply for loans and government grants. In addition, Matheus conducted research on the region’s ecotourism market and provided suggestions for improving the ecotourism business and developing future services.

Ruxandra interviewed micro-entrepreneurs. She facilitated a partnership with NC State’s P1tLab, whose students, faculty, and staff provide guidance on the community’s marketing and business strategy. Due to the very competitive and vertically integrated nature of the tourism industry in the region, this community is struggling to “capture” visitors from the international enclave destination of Puerto Vallarta. Through this partnership with Duke and NC State’s P1tLab, members of Ejido Playa Grande will attempt to penetrate local retail monopolies to advertise their services directly to potential visitors.

Duke students, Playa Grande

About D-SIGN

This internal funding mechanism from the Office of the Vice Provost for Interdisciplinary Studies encourages graduate students to explore beyond disciplinary lines, both in research and coursework. The goal is to enable graduate students to build or extend their networks and to integrate collaborative, cross-school experiences into their programs, thereby increasing the number of individuals whose graduate training reflects Duke’s commitment to interdisciplinarity and knowledge in the service of society.

  • See who else received D-SIGN grants in 2017-2018.

With D-SIGN Grants, Graduate Students Build Networks and Advance Research Interests

D-SIGN Duke grantees

Five groups led by Duke graduate students received Duke Support for Interdisciplinary Graduate Networks (D-SIGN) grants for the 2016-17 academic year, becoming the first cohort of students to make use of this new program from the Office of the Vice Provost for Interdisciplinary Studies. D-SIGN’s purpose is to enable graduate students to build or extend their networks and to integrate collaborative, cross-school experiences into their programs, thereby increasing the number of individuals whose graduate training reflects Duke’s commitment to interdisciplinarity and knowledge in the service of society.

The D-SIGN grantees included students from the School of Nursing, Sanford School of Public Policy, Arts & Sciences and the Nicholas School of the Environment who advanced a range of research projects and educational experiences that reach beyond disciplinary lines. Here are brief summaries of the groups’ activities.

Global Alliance on Disability and Health Innovation (GANDHI) – Children and Adolescents Health Group

Brittney Sullivan (Ph.D. in Nursing ’17, School of Nursing) and Anna Martin (Master of Public Policy student, Sanford School of Public Policy), established a graduate network affiliated with the Bass Connections project Global Alliance on Disability and Health Innovation (GANDHI) but focused on young people rather than adults. Their faculty sponsor was Janet Prvu Bettger (Nursing).

They aimed to establish the evidence for improving systems of care for children and adolescents living with disability after an acute hospitalization. Using a socioecological approach to identify the key needs for children newly living with disability, network members set out to examine and compare the social supports, health and community services and policies in three countries.

The group held weekly meetings with guest speakers throughout the year, supplemented by four group dinners. Three members traveled to Uganda in April to conduct interviews and observe some of the organizations that the group identified.

Anna Martin and Nelia Ekeji ’19 presented “GIS Study of Posthospital Services Supporting Children with Surgical Need in Uganda” at a Duke event, Strategies to Strengthen Health Systems Globally.

The group has a manuscript in preparation, “Spatial Distribution of Rehabilitation Services for Children Following Surgery in Uganda: Using the Data to Plan Interventions.” Members are transcribing and coding interviews, and Sarah Barton (Th.D. student, Divinity School) will lead the group in 2017-18.

Global Energy Access Network (GLEAN)

Three graduate students teamed up with faculty sponsors Subhrendu Pattanayak (Sanford School of Public Policy) and Brian Murray (Nicholas School of the Environment) to bring together students across Duke who are working on global energy transitions, energy access and energy poverty.

Rob Fetter and Faraz Usmani (University Ph.D. Program in Environmental Policy students, Nicholas School and Sanford School) and Hannah Girardeau (Master of Environmental Management student, Nicholas School) established GLEAN to ignite a research and policy dialogue around an understudied global issue.

GLEAN has grown into a network of 50 graduate and undergraduate students, representing at least seven schools and departments across Duke. Members met once or twice each month to update the broader community about relevant activities taking place at their respective schools and departments.

Through the Energy Access Speaker Series, GLEAN organized seven talks by experts on energy, environment and development. Five of these events were co-organized with other Duke programs, which helped the members to forge new partnerships.

In June, the group published an edited volume of energy access case studies, Energy & Development. The six chapters are coauthored by graduate or undergraduate students and focus on five countries (India, Indonesia, Madagascar, Nicaragua, Peru). With support from the Duke University Energy Initiative—GLEAN’s institutional home—the group will promote the publication widely this fall.

Several members worked with three paid research associates to compile a detailed annotated bibliography of energy, environment and development data sources available publicly that will be useful in creating an Energy Access Index. The group received a follow-on D-SIGN grant to conduct an energy access and air quality survey, engage two keynote speakers, produce case studies on energy and development and coordinate an “Imagine Energy” photo contest and exhibition.

Rethinking Regulation – Graduate Student Working Group

Based in the Rethinking Regulation Program at the Kenan Institute for Ethics, this group provides a forum for student-led interdisciplinary discussion, research and analysis of issues related to regulatory governance. Mercy DeMenno (Ph.D. in Public Policy student, Sanford School) sought a D-SIGN grant to support research workshops, writing group meetings, analyses of contemporary regulatory policy issues and other collaborative activities.

The group has grown to involve 25 students from 13 disciplines/programs and nine schools/departments as well as an active alumni group. Faculty sponsors are Lori Bennear (Nicholas School) and Jonathan Wiener (Law).

The group convened 12 research workshops in which members received feedback on their conference papers, articles, dissertation proposals, chapters and research plans. Presentations covered a range of topics, including regulatory impact assessment, regulatory disclosure regimes for fracking, regulating household energy technology, private accreditation in education, water and sanitation service provision in the Middle East and tort reform.

In addition, the group convened two writing groups that met twice per month. One group focused on dissertation prospectus and grant proposal development while the other focused on dissertation articles, chapters and extensions.

A key initiative was the development of a student-led regulatory governance blog. The Rethinking Regulation Blog publishes short articles connecting scholarly work to contemporary regulatory policy issues, with an emphasis on interdisciplinary, collaborative and applied academic inquiry.

A STEM Researcher-Educator Network to Improve K-12 Science Literacy

Three doctoral students teamed up with faculty sponsors Kate Allman (Program in Education) and Brad Murray (Nicholas School) to create a network of STEM graduate students and Master of Arts in Teaching students who work together on lesson plans for local K-12 educators. Rebecca Lauzon (Ph.D. in Earth and Ocean Sciences student, Nicholas School), Eleanor Caves and Patrick Green (Ph.D. in Biology students, Arts & Sciences) utilized the structure of the Scientific Research and Education Network (SciREN), which develops relationships between researchers and educators to incorporate current research into K-12 classrooms.

They recruited two MAT students and 17 STEM researchers to develop K-12 lesson plans. The network produced 16 lesson plans, which were shared with 150 educators at SciREN’s annual networking event and added to SciREN’s portal.

“Polymers Matter” and “Modeling Cell Organelles” were selected for inclusion in SciREN’s lesson plan kit program. Educators were able to order these lessons and have all the necessary supplies mailed. These two lessons reached six schools and 400 students. “Exploring Marshes and Barrier Islands with a Scientific Model” and “Make It Rain: The Water Utility Management Game” were shared with an additional 50 educators at SciREN Coast, an educator-researcher networking event organized by the Duke and UNC marine labs.

The group organized two workshops for STEM researchers. Sixty people attended Demystifying STEM Outreach. Getting Down to Basics: Strategies for Communicating Complex Science was an interactive workshop for 25 students. From these events, the group produced a database of outreach/science communication opportunities.

Pre- and post-surveys revealed that after participating in the network, STEM graduate students felt more qualified to do outreach with K-12 students and educators and to create lesson plans. The MAT students felt they built a network of scientists and gained experience-planning lessons on complicated subjects.

Duke Conservation Society

With faculty sponsor Stuart Pimm (Nicholas School), Priya Ranganathan (Master of Environmental Management student, Nicholas School) sought a D-SIGN grant to expand the Duke Conservation Society beyond the Nicholas School to engage interdisciplinary approaches to conservation.

The group’s mission is to enhance students’ understanding of the various scientific, political, economic and managerial tools available to address conservation issues; facilitate collaborations among undergraduate, master’s and Ph.D. students on conservation projects and analyses; and provide opportunities for professional development such as networking with conservation professionals, seminars and guest speakers.

The Duke Conservation Society organized multiple symposia and events geared toward sharing international perspectives on conservation. Members worked with Conservation X Labs, a company that produces technology for wildlife conservation, and Duke Conservation Tech, a student organization affiliated with the Pratt School of Engineering, to produce Blueprint: People + Wildlife. This was a competition for teams of undergraduate and graduate students in the Triangle area to create blueprints for novel conservation technologies to assist in fighting the illegal wildlife trade. Approximately 50 students participated in teams.

The group also used the D-SIGN grant to for a dinner seminar to discuss a project on urban gardening that the Divinity School and the Nicholas School will undertake together. The dinner featured Saskia Cornes of the Duke Campus Farm and Norman Wirzba of the Divinity School. The speakers discussed the intersection of conservation, urban agriculture and Christianity, and students from both schools collaborated on designs for the proposed courtyard garden at the Divinity School.

Learn More

Read about the six groups that received D-SIGN grants for 2017-18 and what they plan to do. The next call for proposals will be released in early 2018. Any current Duke graduate student (including master’s, professional and Ph.D. students) may submit a proposal for interdisciplinary projects, trainings or experiences during the 2018-19 academic year.

Stretching beyond Their Disciplines, Graduate Students Gain New Perspectives

GSTEG

Last year 19 Duke graduate students received 2016-2017 Graduate Student Training Enhancement Grants (GSTEG) from the Office of the Vice Provost for Interdisciplinary Studies. The disciplinary homes of these students ranged from engineering, environment and biology to history, theology and medicine.

A key feature of Together Duke, the university’s new academic strategic plan, GSTEG allows graduate students to deepen preparation for academic positions and other career trajectories. Stretching beyond their core disciplinary training, these doctoral and master’s students acquired skills, knowledge and field experiences that widened their intellectual networks and enhanced their original research.

Explore the links to below to learn more about the recipients’ experiences with hands-on training, internships, workshops, courses and community engagement.

Hands-on Training

Nanotechnology at Los Alamos

Zhiqin Huang (Ph.D. in Electrical and Computer Engineering, Pratt School of Engineering) spent half a year at the Center for Integrated Nanotechnologies at Los Alamos National Laboratory in New Mexico. Exposure to the lab’s cutting-edge facilities and other resources amplified her dissertation research on novel nanostructures that can generate extremely low-energy and ultrafast plasmonic switches.

The main purpose of the visit was to learn optics-related experiment techniques. Based on the rich resources, I even built a new pump-probe system independently and did a group of experiments using newly fabricated samples and obtained primary results. Furthermore, I attended several forums related to nanooptics as well as invaluable seminars. Through discussions with some talented experts in the field of my research, I gained a much better understanding on both theory and experiments.

Coastal Wetlands

Fateme Yousefi Lalimi (Ph.D. in Environmental Science, Nicholas School of the Environment) visited Dr. Andrea D’Alpaos’s lab at the University of Padova and conducted fieldwork in the Venice Lagoon, in order to strengthen her dissertation on coastal wetlands.

I was able to extend a hydrodynamic model of coastal wetlands to larger scales with the use of robust numerical modeling techniques. Visiting and working in Venice marshes expanded my observational perspective beyond the study sites I was familiar with in North Carolina and Virginia. Besides the academic training and research aspect of this experience, I could extend my professional network and scientific collaborations with leading scientists in my field. I am currently working on a scientific paper that is the result of my trip.

A Closer Look at Stormwater

Mark River (Ph.D. in Environment, Nicholas School of the Environment) works in the Duke University Wetland Center. For his dissertation research on how phosphorus is transported by particles in stormwater, he tapped into the resources at Virginia Tech’s National Center for Earth and Environmental Nanotechnology Infrastructure (NanoEarth).

I traveled to Virginia Tech and learned hands-on transmission electron microscopy on two different instruments, which I had no exposure to previously. Using the data I obtained in the two full days at Virginia Tech, I am working towards a nice publication that I would not otherwise have the data for.

A Social Science Angle on Coral Restoration

What do managers of coral reefs need to know about coral restoration methods before they start new restoration projects? Elizabeth Shaver (Ph.D. in Marine Science and Conservation, Nicholas School of the Environment) set out to answer this question in partnership with the National Oceanic and Atmospheric Administration and The Nature Conservancy.

In the process of creating and implementing the survey, I learned valuable skills in the social sciences that I otherwise would not have obtained in my graduate work, including training on the wording of surveys, the Institutional Review Board process and pre-testing, to name a few. And the NOAA workshop I attended was a small and selective group of practitioners and scientists that I was only able to attend because of my role in this project. This workshop provided countless networking opportunities that I have since used to develop a postdoctoral proposal on coral restoration.

Sticky Business of Underwater Adhesive

Zoie Diana (Master of Environmental Management, Nicholas School of the Environment) went to the Okeanos Research Laboratory at Clemson University to probe for chitin in the decorator worm (Diopatra cuprea) tube and underwater adhesive. This training furthered her understanding of conserved molecular mechanisms in invertebrate bioadhesive and structure and informed her thesis, “Learning to Glue Underwater: Inspiration from the Decorator Worm.”

Internships

Brazilian Governance

Travis Knoll (Ph.D. in History, Arts & Sciences) served as an intern at the U.S. Embassy in Brasilia. He focused on issues ranging from Brazil’s internal political scene to the key role the country’s foreign policy plays in the region and beyond.

My time in Brasilia helped me connect historical debates with public policy. Both writing policy reports on affirmative action and meeting important public figures has opened up the possibility for focusing less exclusively on the push for affirmative action in Rio de Janeiro state.

Sufi Spirituality and Social Justice

To strengthen his dissertation research on the Sufi spiritual movement and commitment to social justice, Daanish Faruqi (Ph.D. in History, Arts & Sciences) traveled to Jordan and Turkey to help Syrian refugee communities through relief foundations operated by Sufi networks.

I did considerable work with the Syrian refugee community under the auspices of SKT Welfare, a charitable organization founded and run by the Sufi spiritual movement that is the subject of my academic research. It made painstakingly clear the intimate connection between this group’s spirituality and commitment to worldly service. This experience will be crucial in helping better piece together the social and humanitarian dimensions of Islamic spirituality more broadly, and in understanding this movement that forms the basis of my dissertation in particular.

British Art and Poetry

Christopher Catanese (Ph.D. in English, Arts & Sciences) interned at the North Carolina Museum of Art to contribute to the exhibition “History and Mystery: British Old Masters, 1550-1850,” which provided experience within two departments of a major public arts organization and informed his research on 18th– and early 19th-century British poetry.

Workshops

Capitalism, Slavery and Freedom

Alisha Hines (Ph.D. in History and African & African American Studies, Arts & Sciences) attended the History of Capitalism Workshop at Cornell University. She learned about technical content areas such as statistics, accounting and economic theory in order to apply quantitative methods and techniques to her study of slavery and freedom in the middle Mississippi River Valley.

The workshop was quite useful to me because I use steamboat company records in my research and I now feel more confident reading ledgers and account books, and can ask new questions about the hiring practices, for example, of steamboat captains and how they might have assessed the risk of employing enslaved men and women in river work. In addition, I was able to learn more about mapping techniques I can use to chart patterns of mobility of black women in the Mississippi River Valley.

Modeling and Data Analysis for Biology

Eight months before defending her dissertation on the effects of genetic variation on signaling dynamics, Selcan Aydin (Ph.D. in Biology, Arts & Sciences) spent two weeks in the Computational Synthetic Biology Track of the Quantitative Biology (Qbio) Summer School at the University of California, San Diego. She built skills needed for the modeling and data analysis challenges of her research.

The group project was very helpful in gaining hands-on mathematical modeling experience where I had the chance to interact with computational biologists. This allowed me to improve my collaboration and scientific communication skills in addition to the scientific knowledge I have gained in computational and mathematical modeling.

Big Data and a Bird Migration Route

Danica Schaffer-Smith (Ph.D. in Environment, Nicholas School of the Environment) participated in a week-long workshop on environmental data analytics in Boulder, Colorado, offered by the National Center for Atmospheric Research (NCAR) and National Ecological Observatory Network (NEON). The technical knowledge she gained will inform her dissertation on spatiotemporal variability of inland waterbodies along the Pacific flyway. More than a billion birds use this flyway every year as a north-south migration route.

Participating in the workshop assisted me in developing new modeling and computing skills, including an emphasis on big data and integrating diverse datasets in a unified analysis framework. The tutorials on Bayesian data analysis and spatiotemporal data analysis have proven to be directly applicable for my own work and I am currently using these methods in two chapters of my dissertation.

Environmental Genomics

Tess Leuthner (Ph.D. in Environment, Nicholas School of the Environment, Integrated Toxicology and Environmental Health Program), attended the Environmental Genomics training program at the Mount Desert Island Biological Laboratory.

I gained the knowledge to create, manage and analyze genomics datasets, but I also met new colleagues and collaborators. I continue to communicate and collaborate with scientists and peers that I met during this course.

Evolutionary Quantitative Genetics

Brenna R. Forester (Ph.D. in Environment, Nicholas School of the Environment) participated in two workshops hosted by the National Institute for Mathematical and Biological Synthesis (NIMBioS) in Knoxville and a workshop on conservation genomics in Montana, to inform her dissertation research in the emerging field of landscape genomics.

I learned skills that have allowed me to be a more effective collaborator, and have better prepared me for the postdoctoral position I have just started at Colorado State University.

Courses

Printmaking and Suffering

Stephanie Gehring Ladd (Ph.D. in Religion, Arts & Sciences) took a printmaking course at UNC Chapel Hill to gain insight into the process of intaglio printmaking. This experience enhanced her observational powers in writing about prints and informed her dissertation on attention to suffering in the work of Simone Weil and Käthe Kollwitz.

Professor Brian Garner was fantastic to work with. He let me custom-tailor a course within his Introduction to Intaglio, so that I was able to focus on the intaglio printmaking techniques most used by the artist I am studying, Käthe Kollwitz. I learned an enormous amount about how her work was done.

Singapore’s Urbanization

Nathan Bullock (Ph.D. in Art, Art History and Visual Studies, Arts & Sciences) spent a semester taking courses at the Yale School of Architecture to inform the application of architectural theory to his dissertation on contemporary Singapore.

Seeing how students learn about architecture in a professional program was eye-opening in comparison to the approach taken by humanists in an art history department. I was most struck by how deep the divide really was between theory and practice. This experience will certainly change how I interact with and write about the architects I study in my dissertation research.

Marketing and Philosophy

Adela Deanova (Ph.D. in Philosophy, Arts & Sciences) completed a series of online courses in digital marketing in order to contribute to Project Vox, a digital initiative that recovers the lost voices of female philosophers in the early modern era.

The experience proved to be very valuable for me, not only because I learned about leading-edge business marketing practices in theory, but also because it allowed me to apply the theoretical insights to three practical projects: the Capstone Project for the Digital Marketing certification; the user experience strategy for Project Vox; and the Story+ project for RTI International.

Christian Engagement with Architecture

Joelle A. Hathaway (Th.D., Divinity School) took a photography course at Durham Tech and conducted fieldwork in England. Her aim was to compile a portfolio of high-resolution images of religious art and architecture and conduct interviews about contemporary art in Anglican cathedrals, which will inform her dissertation about Christian practices of engagement with architecture and built environments.

I presented a paper at the Southeastern Commission for the Study of Religion based on the interviews and research I did at Salisbury Cathedral. I have two other paper proposals submitted for other academic conferences, also on cathedrals from my trip. I could spend the next decade researching and unraveling the different threads I uncovered through this experience!

Community Engagement

Empowering Young People to Become Healthy Adults

Banafsheh Sharif-Askary (M.D., School of Medicine) established the Health, Advocacy and Readiness for Teens (HART) program with partners Bull City Fit and Healthy Lifestyles. The program equips young people with tools and resources to help them lead healthier lives and learn behaviors that will continue into adulthood.

The Graduate Student Training Enhancement Grant was a crucial component of starting HART and ensuring that we had the necessary resources to serve our teens. Personally, HART has challenged us to be more flexible, thoughtful and accountable and we believe that these qualities will better equip us to be high-quality patient-oriented clinicians.

Art and Community Self-help

Jung E. Choi (Ph.D. in Art, Art History and Visual Studies, Arts & Sciences) traveled to Singapore to nurture community self-help in deprived urban neighborhoods and to inform her dissertation on the intersection of art, technology and space. Since then, Choi received her Ph.D. and completed the Graduate Certificate in Information Science + Studies.

I organized 12 different meet-ups among artists, community members and visitors and had opportunities to discuss various ways to enhance the understanding of the neighborhood and find better ways to engage with the environment involving art. Through this project, as a curator/scholar, I was able to understand the practical issues of curation that involve ongoing conversations among community members as well as the integrated approach to art and life.

Learn More

See which students received Graduate Student Training Enhancement Grants for 2017-2018 and what they plan to do.

In late 2017 or early 2018 an RFP will invite all current Duke graduate students (including master’s, professional and Ph.D. students) to propose graduate training enhancement activities lasting up to one semester, for use during the 2018-2019 academic year.

Workshops Lead to Unexpected Opportunities for Doctoral Student

Brenna Forester

Last fall Brenna Forester (Ph.D. in Environment, Nicholas School of the Environment) participated in two workshops hosted by the National Institute for Mathematical and Biological Synthesis (NIMBioS) in Knoxville to inform her dissertation research in the emerging field of landscape genomics.

She was among 19 Duke students who received Graduate Student Training Enhancement Grants (GSTEG) in 2016-17 for training beyond their core disciplines. Her faculty mentor was Dean Urban. She shared some reflections on her experience:

With funding from GSTEG I first attended a workshop on quantitative genetics at NIMBioS, where I learned skills that have allowed me to be a more effective collaborator, and have better prepared me for the postdoctoral position I have just started at Colorado State University.

I then attended a second NIMBioS workshop on Next Generation Genetic Monitoring. This was an excellent opportunity for me to work closely with many of the leaders in the fields of conservation genetics and molecular ecology. The group I worked with is about to submit a manuscript to a special issue of the peer-reviewed journal Evolutionary Applications. The manuscript provides practical advice and a guide to help conservation managers work effectively with genomics experts on genomic assessment and monitoring programs for species of conservation concern. I am a co-first author on that paper.

Finally, I traveled to a third workshop, ConsGen-2 [on conservation genomics], in Montana. This was a pivotal workshop for me. I received one-on-one assistance from experts in my field on my dissertation data, feedback that was instrumental in improving my dissertation. I met a recent Ph.D. graduate, whose Ph.D. advisor is now my current postdoctoral advisor (Chris Funk). It is unlikely I would have known about the position in his lab without having met his former student at ConsGen-2. Finally, I have just been asked to return this fall to be an instructor at the 2017 ConsGen!

Overall, the funds from GSTEG were put to very good use in terms of expanding the scope of my graduate training while helping me build a network of research collaborators.

This internal funding mechanism from the Office of the Vice Provost for Interdisciplinary Studies encourages graduate students to step away from their core research and training to acquire skills, knowledge or co-curricular experiences that will give them new perspectives on their research agendas. Graduate Student Training Enhancement Grants are intended to deepen preparation for academic positions and other career trajectories.

See who received these grants for 2017-18, and read about other 2016-17 recipients’ experiences: