Ancient Cultures Course SLS 301 Reflection

Adriana D’Esposito, Verrazzano Class of 2026, completed major in SLS Early Childhood Education

When I enrolled in the SLS 301 course on Ancient Cultures, I didn't expect to relate to the course in any way, shape or form. However, as the semester progressed and the course kept developing, I realized I was wrong. There are a few articles, stories, and plays that have stayed with me since taking this course. One of them is The Odyssey.

I didn’t expect to find much of myself in a Greek poem about a war hero sailing home from battle and fighting monsters. But then I came across the character Odysseus in the cave with the Cyclops, and suddenly, this ancient poem didn’t seem so distant anymore.

The Cyclops episode was one of the most interesting parts of The Odyssey for me—not just because of the insane actions described within the scene, but because of what it revealed about Odysseus as a person. It describes this man who is clever enough to trick a man-eating giant simply just by calling himself “Nobody”, only to blow the whole thing when he can’t resist shouting out his real name as he sails away. That mix of brilliance and pride, is something I'm sure many can relate to in this day in age.

I can’t say I’ve ever been trapped in a cave by a Cyclops, but I’ve been in situations where being smart wasn’t enough—I had to be humble, too. For instance, think of a time when someone solves a problem during a group conversation, or notices a mistake someone else missed. It feels good to speak up and be the one who figured it out, right? But sometimes, instead of just helping or moving forward, people might go a step further to highlight that it was they who saved the day. That extra moment of showing off can change the whole tone of a situation. What could have been a quiet success turns into unnecessary tension. Just like Odysseus, the clever escape is ruined by the need to be recognized.

What surprised me most about these stories was how relevant these ancient values continue today. In ancient Greek culture, cleverness and bravery were prized, but so was knowing when to not say too much in certain situations. That’s still true today, whether you’re leading a team, applying for a job, or just navigating social media. We admire people who are bold and smart—but we also watch them closely looking for moments when their pride can go too far. Odysseus’s story could just as easily play out today, just with a few differences. Instead of yelling from a ship, he'd be posting a victory selfie with the caption: “Escaped the Cyclops. You’re welcome. #Hero.”

This course helped me see that even though ancient cultures were very different from the world we live in today, the people were not. They had strengths, flaws, relationships, and egos—just like we do. Odysseus isn’t just some mythical figure from long ago. He’s a reminder that cleverness needs balance, and that our greatest strengths can sometimes become our greatest weaknesses. That lesson is timeless and embedded within this SLS 301 course.

Analysis of EGFR/RAS Isoforms in Melanoma and Effects of PKI-166 on EGFR

Abedalfattah Twam, Verrazzano Class of 2025, completed major in Biology 

My research goal was to look into melanoma and how expression levels of different oncogenes can impact patient prognostics. The oncogenes I chose for this study were EGFR and the isoforms of RAS which consist of Kras, Hras and Nras. Using the Kaplan Meier database, I found that higher expression levels from EGFR and Hras were associated with shorter survival times in patients with melanoma whereas Kras and Nras expression levels were found to have no significant impact. Additionally, I also researched PKI-166. PKI-166 was a drug which had inhibitory effects on EGFR reducing its activities, however it had many adverse effects leading to it being discontinued.

I chose this area of research because I strive to become a future healthcare provider. I believe the knowledge I learned from taking on this research and also the skills I've developed throughout will help me as a future provider. Reading through a variety of publications and using resources like Google Scholars to find relevant information was a major challenge and at times very exhausting, and it taught me just how challenging researching can be and the amount of patience needed.

If I were to ever go back and add to my research, I would like to study which oncogenes are found to impact melanoma patient prognostics, how common these oncogenes are, and possible treatment options.

Overall, this experience was challenging but very rewarding!

PKI-166 Structure

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.