The Impacts of Climate Change on Malaria Transmission on Sub-Saharan Africa

Malak Alkiswani, Verrazzano Class of 2026, completing major in Biology

My research explored how climate change is affecting malaria transmission in Sub-Saharan Africa. Rising temperatures and shifting rainfall patterns are creating more favorable conditions for mosquitoes, which are vectors of the protist disease malaria. I reviewed 13 peer-reviewed studies and found that warmer climates led to faster mosquito breeding and malaria spread, particularly in areas like the East African highlands where cooler temperatures used to keep mosquito populations at bay. I also found that while rainfall can increase mosquito breeding grounds, its effects vary by region. Importantly, the research showed that social factors, such as conflict and healthcare access, also play a major role. In areas experiencing war or lacking medical resources, malaria rates rise even more. Overall, the study shows that fighting malaria will require both climate awareness and strong public health strategies.

I became interested in this topic after learning how climate change impacts even the smallest organisms, including mosquitoes. That made me realize how connected the environment is to human health. I expected the capstone to be very difficult, but it turned out to be easier and more enjoyable than I thought. This was mostly because the project was one I was genuinely interested in and my faculty advisor was incredibly supportive. The most challenging part was reading through so many research papers filled with complex vocabulary, unfamiliar statistical tests, and complex result graphs. But once I took the time to understand those concepts, the rest of the project came together smoothly. I was surprised by how well all the information aligned in the end and how meaningful the findings felt.

If I were to expand this research, I’d focus on holding certain variables constant, expanding the geographic scope, or exploring how improving access to healthcare might decrease malaria despite rising temperatures. What I’m taking away from this experience is that climate change affects every living organism, including us humans. Seeing how environmental shifts directly impact public health gave me a deeper appreciation for the urgency and complexity of climate issues.

Post-translational Modifications of H3 Nucleosomal Histone Tails

Mohammad Moussa, Verrazzano Class of 2025, completed major in Biochemistry and minor in Psychology

Presenting my capstone research on histone acetylation and nucleosome dynamics stands out as one of the most rewarding moments of my undergraduate journey. After two years in Dr. Loverde's molecular dynamics lab, I was excited to share how our computational approach revealed how chemical modifications alter chromatin structure at the atomic level.

As I began my presentation, I focused on making complex biophysical concepts accessible. I used clear visuals of the nucleosome structure and dynamic simulations to show how acetylating specific lysine residues reduced histone-DNA interactions. When I displayed our key finding—the acetylated nucleosome's broader radius of gyration distribution compared to the compact wild-type. I saw audience members nodding in understanding. This moment validated the months I'd spent troubleshooting simulations and refining analyses.

The capstone was an amazing experience. Faculty members as well as fellow students asked insightful questions about connecting our simulations to biological systems and about the therapeutic implications for cancer. I found myself synthesizing information from papers I'd read months earlier, realizing how deeply this project had shaped my scientific thinking. What surprised me most was my own transformation throughout this journey.

Investigating the Impact of Social Isolation in Adolescents in the Corpus Callosum

Lara Rizkalla, Verrazzano Class of 2025, completed major in Psychology

During my time in the LSAMP program, I was required to participate in undergraduate research, which led me to explore several faculty projects in the psychology department. While reading through different labs, I came across a neuroscience research project that examined the effects of adolescent social isolation on dopamine and myelination in the brain. I was immediately drawn to the topic.

Our research focused on understanding how adolescent social isolation affects dopamine signaling and myelination in the anterior corpus callosum, particularly in a region called the forceps minor. Dopamine is a neurotransmitter that plays a central role in motivation, reward, and mood, while myelination is the process of insulating nerve fibers to help them communicate efficiently. We used mice to examine whether social isolation during a critical developmental period could lead to measurable structural and neurochemical changes in the brain. We found that socially isolated adolescent mice showed a significant increase in dopamine terminal density in the forceps minor. This finding suggests that social experience during adolescence can reshape brain circuits in ways that may influence behavior, communication between brain hemispheres, and vulnerability to psychiatric conditions.

When I first started the capstone, I expected it to be much more difficult to write and understand. Scientific writing was intimidating to me, especially when dealing with complex brain systems. But with the support of my mentor and lab members, I realized that I wasn't alone in the process. I learned how to interpret journal articles, analyze data, and write clearly about scientific results. It was definitely still challenging it took time and many questions but at the end it was incredibly rewarding. The easiest part was staying interested in the topic; I never found the work boring, and I was always excited to learn more.

What surprised me the most was how collaborative research actually is. I thought I would be working more independently, but instead, I found myself constantly learning from others whether it was through feedback on my writing or guidance on how to analyze files. It also surprised me how much I enjoyed the process of digging into the “why” behind our findings. Thinking critically about what our results might mean not just in mice, but in terms of human development and mental health helped me grow as a student and thinker.

If I were to build on this research, I would be interested in exploring whether the timing of social isolation such as early versus late adolescence produces different effects on the brain. It would also be valuable to investigate how these structural and neurochemical changes translate into behavior. For example, how might altered dopamine and myelin levels impact functions like memory, emotional regulation, or decision-making?

What I'm taking away from this experience is more than just knowledge about neuroscience. I've gained confidence in my ability to work through difficult topics, ask meaningful questions, and communicate my findings to others. I've also learned that research is not about having all the answers, but about staying curious, open to feedback, and persistent. This capstone has made me a stronger writer, a more critical thinker.

Organizational Behavior

Emily Albano, Verrazzano Class of 2025, completed major in Business Management, and minors in Finance and Marketing

In my spring semester I had the opportunity to take MGT 320 as an honors course, led by Dr. Holly Bonner. When I proposed my capstone idea to her at the beginning of the semester, she welcomed me with open arms and was ecstatic to allow me to join her in all parts of her work. Dr. Bonner is a well-known figure in the community, both academically and culturally. The number of accolades she has is far too many to list; I knew I had chosen a professor who would be able to add to my college experience far beyond any I had before.

In the Organizational Behavior honors course, I able to gain new experiences in all sectors of the world, each tying back into the curriculum. Dr. Bonner had me shadow her in her preparation for the Social Work Conference that took place on March 24^th, 2024. Dr. Bonner allowed me to help her prepare her speech, and do interactive preparation for public speaking, along with reviewing her research to make sure it would appeal and be understandable to the public.

A core ideal in Organizational Behavior is addressing the work place, and how to get higher ups to properly communicate with their employees while avoiding noise. Dr. Bonner allowed me to have firsthand experiences in the method, something the textbook could never give me.

Along with the numerous informative lectures on the topic, Dr. Bonner allowed a group of students and me to help in this year’s Beeping Egg Hunt held at the Lavelle School for the Blind. This event is for people of all abilities; however, it specifically caters to the visually impaired, the blind and disabled. The eggs beep, allowing everyone to participate and be engaged in a tradition that children with disabilities may miss out on. My classmates and I made candy filled eggs to circle the beeping eggs for the children to find. This was just another hands-on experience that Dr. Bonner provided to help amplify the classroom.

My experience in MGT 320 with Dr. Holly Bonner was enriching and impactful. Through her guidance, I gained valuable insights into Organizational Behavior and learned about the importance of DEIA principles in fostering inclusive and accessible environments. Dr. Bonner's teaching style, coupled with hands-on experiences like the beeping egg hunt, provided a practical understanding of these concepts and their real-world applications. I'm grateful for the opportunity to learn from such a respected figure in academia and the community, and I'm confident that the lessons I've gained will continue to influence my personal and professional growth in the future.

Redefined View of Harp and Self

Angel Munoz-Avila, Verrazzano Class of 2025, completed major in Music 

When I began my capstone, I was excited to play my harp in a way that I haven’t played before. I wanted to explore something unconventional in my field: how to blend my classical harp background with my passion for music production and electronic music in general. I wasn’t just experimenting with sound, but I was rethinking what the harp could be for me and my future, and in many ways, who I could be as a musician.

 

This project pushed me to imagine new possibilities beyond the traditional expectations held on me by professors, and even people in my life. The harp is seen as a classical instrument, and being a classical music performance major, my path was geared towards learning how to play one way and fit into one box. This experience as a whole challenged me to take creative risks I hadn't considered before.

As I dove into research and experimentation, I discovered both technical challenges and creative opportunities. I studied the history of the electric harp, explored different microphones and software, and learned how tools like Ableton Live and MIDI controllers could interact with my acoustic harp. Even without owning an electric harp, I developed ways to blend live harp with digital effects, using extended techniques that are unique to the harp. These include harmonics, pitch bends, and soundboard knocks to create a fuller, more experimental sound palette. The process was full of so much trial and error, but every misstep led to a breakthrough. I took failure as a step closer to a final product.

One of the most powerful lessons I learned was to trust my artistic voice. I stopped trying to fit into the predefined box of an “orchestral harpist” or “classical harpist” and created my own path that was entirely my own. An electronic harpist! My piece Strung Away became a turning point. It begins with traditional harp and gradually breaks away, layering effects, drums, and textures that reflect my personal journey. It’s more than just a performance; it’s a story of my transformation throughout college. From someone who just played classical songs already written, to now composing my own pieces and innovating what’s possible!

This project redefined the harp for me. I started playing when I was 9 years old and all I knew was classical music. If you told me at 9 I would be playing harp in a completely different way, writing my own music, or even pursuing this as a career with the success I’ve had, I would be shocked. Not only did my harp experience change, but more importantly, it redefined me. I walk away from this experience more confident in my playing, more curious on how I can innovate, and more committed to shaping my own path. I feel like my own person and I’m proud of what I’ve created. I’m excited to keep pushing boundaries in the future and see where this journey will continue to take me!