|Jeff Gilarde, director of Scientific Imaging, helps students and faculty members use Wesleyans newest confocal microscope inside the Advanced Instrumentation Center.|
Jeff Gilarde loves to scope out new research. But to explore his big ideas, he has to look small.
As the Biology Departments director of Scientific Imaging, Gilarde spends his days looking through the labs five microscopes. He also assists faculty and students with their microscopic research inside the Advanced Instrumentation Center, located under the pathway between Hall-Atwater Laboratory and Shanklin.
Look, these are liver cells, he says, pointing out a cells image, glowing through a transmission electron microscope, or TEM. Do you see the nucleus?
The lights are off, and Gilarde explains how electrons are shot down through the scopes vertical column and are scattered through the sample, mounted on a 1/8-inch circular copper grid. The result is a clear, two-dimensional image magnified 15,000 times.
This is one microscope Gilarde is extremely familiar with. Prior to coming to Wesleyan in 1984, he worked for Yale University as a microscopist in the Department of Pathology. There, he used a similar scope to examine segments of liver, kidney or lung for autopsies.
It was kind of icky at first, but I got used to it, he says.
Gilardes favorite, most commonly used and most expensive microscope uses lasers to illuminate specimens under the Zeiss LSM 510 confocal scope. This high-tech machine came to Wesleyan in 1999 at the price of $259,000, funded in part from a National Science Foundation grant. It has the ability to magnify objects more than 400 times and produces crisp, colorful multi-dyed images. Many of these images have been published in a variety of scientific journals.
Another microscope that receives extensive use is the scanning electron microscope, known as a SEM. The SEM creates detailed three-dimensional images by bouncing and collecting electrons instead of light waves. Some SEM images are even making their way on TV through programs like CSI.
This scope is often used to examine micro-fossils, rocks and even brain tissue. Physics students have used the scope to examine heat-treated metal.
You know those nature shows that show the ant head close up or the Gillette commercials that show the stubble sliced close to his face? Those were made on an SEM like this, Gilarde explains.
At most universities, undergraduate students would not have access to an SEM, Gilarde says. But at Wesleyan, undergrads use the all the microscopes regularly. One biology student is currently using the SEM to count chambers in moths wings. Other students are using the microscope to examine sediment core samples taken from the ocean as part of Associate Professor Suzanne OConnell’s earth and environmental sciences classes. Students also have identified surface features on quartz grains that have been transported by glaciers under the scopes.
Jeff is always accessible and willing help students learn how to use the equipment, says OConnell, chair of the Earth and Environmental Sciences department.
Gilarde also oversees a Zeiss Axioplan florcent microsope and babysits two mammoth nuclear magnetic resonance machines in the lab. Step past the danger sign and anything magnetic will be erased, Gilarde warns.
On a marble counter top, among shelves of chemical dyes and powders, there are also a traditional light microscope.
I still get a lot of use out of that one, he says. We use it for low magnification quality control of samples before we go to the big scope.
Gilarde has put his knowledge to use beyond the center, he served as the president and vice president of the Connecticut Microscopy Society, and he sat on the nomination board for the Microscopy Society of America.
He also co-instructs BIOL 344, Biology Structure, with Professor of Biology Jason Wolfe, teaching students the theory, methods and interpretation of cellular structure by using scanning electron microscopy, fluorescent immunocytochemistry and confocal microscopy.
Gilarde, who holds a bachelors degree in biology from the University of Connecticut, and a masters degree in liberal studies from Wesleyan, is a member of Wesleyans Local Emergency Planning Committee. Hes also received certification by the Office of Hazardous Materials Safety, also known as HazMat, to handle certain types of hazardous materials emergencies.
Gilarde and his wife, Lisa, live in Cobalt with their 9-year-old twins, Alec and Graham, and 6-year-old daughter, Camille. When hes not busy spending time with his family, this shade tree mechanic races his self-customized 1995 BMW M-3 at speeds up to 150 mph around Lime Rock Park in Lakeville, Conn.
Cars have been my passion for years, he says, pointing out a racing plaque he earned for placing in the top 10 in a recent BMW Car Club of America race at Lime Rock.
Gilardes other hobby is a bit fishy. Along with Biology Department Lab Coordinator and officemate Bruce Libman, Gilarde cares for saltwater aquariums, raising coral.
Libman, who has worked with Gilarde for six years, says Gilarde has bonded with many students over his 20 years at Wesleyan.
All the grad students love him because he doesn’t pretend to be above or below them, Libman says. He makes sure they get the best possible pictures with the confocal, there is no “good enough.
Gilarde, who is also Wesleyans assistant golf coach, leads construction projects for Habitat for Humanity of Horry County during vacations to South Carolina four times a year. For the past 15 years, he has also taken to the slopes as a volunteer for Skiers Unlimited. The organizations members team up with physically challenged patients from the Connecticut Childrens Medical Center in Hartford. To date, Gilardes taught more than 30 children, including one young man with only one leg, to ski comfortably.
One of them is now skiing all by himself, and he can go faster than I can, Gilarde says, pointing out another prized skiing photo of Matt, using a walker on the slopes.
I want to leave the world a better place. Thats my mission in life.
|By Olivia Drake, The Wesleyan Connection editor|
Assistant Director of Residential Life Helps Students Find Comfortable Place to Live, Study, Socialize
by Olivia Drake •
|Rich DeCapua, assistant director of Residential Life, lounges in the newly-remodeled Clark Hall.|
Q: Were you hired in as assistant director of Residential Life in 2002?
A: I was originally an area coordinator for Clark Hall and Foss Hill, and I was then promoted to assistant director at the end of my first year. This is my third year at Wesleyan, and Im enjoying every minute of it!
Q: What attracted you to Wesleyan?
A: Well, I was looking for a place where I knew I could be successful professionally, but would also be challenged. The nature of our student body and the quality of our student services staff has really made working here a wonderful experience. I especially liked the fact that the campus was starting to renovate existing residence halls and had plans for new ones. That is hard for anyone to not be a part of. Also, the issues that our campus faces collectively usually comprise subjects that would be taboo at other places. I feel here that students, staff, and faculty have the ability to really discuss valid issues on this campus in an honest and open way.
Q: How did you get into this type of work?
A: I graduated from Quinnipiac University with a B.A. in psychology and sociology and then received my masters of education from Springfield College in student affairs administration. Im currently working on my doctorate in educational leadership. The biggest reason why I became involved in Residential Life as a career was my experience as a resident advisor. In my early college days I was a communications major hoping to be on ESPN one day — I wanted to broadcast Red Sox games — but the whole world of student affairs lured me away. After I made my decision to change majors I never looked back.
Q: What factor can a living arrangement play in a students academic success?
A: Who students live with impacts everything. Where a student resides is the place where they get their sleep, where they probably study and create their social circles.
Q: How does Residential Life go about providing students with resources and direction needed to be academically successful at Wesleyan?
A: My office tries to make sure that when roommate problems occur that we are dealing with them quickly and effectively. We also have many resources for students such as their resident advisor, house manager or head resident; these are student peers employed by our office who are extensively trained to handle conflict resolution and roommate issues. Residential Life also has five Area Coordinators; professional staff who have advanced degrees in counseling or student services administration that supervise all the student staff in a particular area and will resolve all sorts of problems or issues in their area. My office knows that if a student resides in a good residential environment, we are creating a place where they can be academically successful.
Q: How do you determine their housing and roommates?
A: I meet with students on a fairly regular basis, usually relating to housing assignments or the room selection process. We house all first year students by the preferences they submit to our office in May via an on-line process. We give first-year students roommates based on similar housing preferences. All continuing students receive housing through the General Room Selection Process. This process is based on student seniority at Wesleyan through a ranking system, giving all seniors the first pick of housing, then juniors, etc. Students self-select their roommates.
Q: What are students housing options?
A: Oh thats a big question. Undergraduate students can live in a variety of housing options including traditional style residence halls, program houses, apartments, or senior house. Their options range so that they can live by themselves or up to six people, so there are a lot of configurations students can put themselves in to get a good place to live. Graduate students really have two choices. They can live in either a group house — a one person single in a house with other grad students — or a family house, which is obviously for those grad students who have a partner or children or both.
Q: Please explain what Program Housing is.
A: Program Housing is tremendously important asset to Residential Life at Wesleyan. It consists of 25 houses on campus that all have different missions; these can be spiritual, religious, cultural, or academic. Each year my office sponsors a very competitive application process as part of general room selection to apply to these houses. There are almost 300 students who live in this programmatic housing option and its one of the things that makes Wesleyan so unique.
Q: What is the role of a resident advisor?
A: RAs are student staff members who have a wide variety of duties; some of these include being on duty, planning programs for their residents, and creating an overall positive community in their residential area. But the most important role an RA plays is that they are a doorway to campus services for their residents. Many offices on campus whose main objective is to help students in some important way like Behavioral Heath, their class dean, or health education hear about students issues from the RA staff. They are the ones who really dissolve the line between students and administrators and are vital to continued success of the Residential Life program.
Q: Take me through a typical day here.
A: Everyday is truly something different and its always interesting. Even though the nature of my job includes a lot of computer work, students are always coming in asking questions about assignments or different housing options. Since were in the midst of room selection Im meeting with many students daily.
Q: What are your personal hobbies or interests?
A: I am an avid runner and Ive ran many races in the past couple of years. The highlight has been running the Boston Marathon in 2002. Also, being raised in Boston I am a sports nut and these past couple of years have been great. Theres nothing better than beating the Yankees! My wife and I try to get to as many Sox and Patriots games as I can. She is a registered nurse at New Britain General Hospital.
Q: Do you have any children?
A: Were expecting our first child next month which is tremendously exciting.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
The next time you grab a bite to eat or enjoy a drink at the Red & Black Café, youll also be helping students in need at Wesleyan.
Ed Thorndike, Jr. ’89 and Karen Kaffen-Polascik, owners of Wes Wings and Red & Black Cafe, will donate 1 percent of their gross sales from Red & Black Cafe to support financial aid through the Wesleyan Annual Fund (WAF).
“This is something we’ve really been wanting to do,” says Thorndike. “I contacted University Relations and we were able to set it up and make it work. It’s really gratifying to know that this money will be going to help Wesleyan students in need.”
Their intention is to give semi-annually in May and January.
by Olivia Drake •
|Astronomy Professor William Herbst studies the star, KH 15D. Pictured are images of KH 15D out of eclipse (left) and in eclipse (right) as taken from Wesleyan’s observatory.|
| It’s 3 million years old and 2,400 light years away, but a distant star discovered by Wesleyan researchers has given insight into how our solar system may have formed. NASA wants to know more, and has given William Herbst almost a quarter of a million dollars to keep looking.
This month NASA (the National Aeronautics and Space Administration) awarded Wesleyan Professor of Astronomy William Herbst a $216,000 grant to continue his studies of the star, KH 15D, and other emerging stars and their possible link to the creation of our solar system.
The grant for Herbst’s proposal titled “Synoptic Studies of T Tauri Stars in Nearby Clusters and Associations” will span three years. It was approved by NASA’s Origins of Solar Systems Program and is one of only 39 proposals of the 94 submitted that received funding.
“NASA is particularly interested in this work because they want to find planets that may support life,” says Herbst, the Van Vleck Professor of Astronomy, chair of the Astronomy Department and director of the Van Vleck Observatory. “As far as we know, life can only get started on a planet. Understanding how these types of planets form can help us pinpoint where they may exist and when the conditions for the creation of life first occur.” Three years ago, Herbst reported how KH 15D, a star in the constellation Monoceros that he and graduate student Kristin Kearns discovered, and that physics Ph.D. candidate Catrina Hamilton further helped identify, seemed to displaying the early stages of planet formation. KH 15D was periodically going through “winking” eclipses, determined by Herbst to be he swirling waves of rock and dust clouds typical of early planet formation. The discovery sent excitement through the astronomical community. He continues to study KH 15D and other young stars looking for more clues. “Wesleyan has been recognized as a world leader in monitoring these young stars,” Herbst says proudly. “And we are able to do many of our observations using our own observatory on campus.” Herbst also notes that in the awarding of the grant, the officials at NASA went out of their way to applaud the way undergraduates have been involved in the studies. Specifically, the reports says Herbst “is to be commended for his extensive work in student training, where he has done a first rate job in engaging undergraduates in research and launching them along productive career paths.”
“Involving undergraduates in the research is not required for the grant. In fact it’s pretty atypical for this level of research,” Herbst says, then smiles. “But it is what we do here at Wesleyan. I was glad NASA made note of it. It’s a part of our program that we are very proud of.”
Related resource: Animation of KH 15D.
|By David Pesci, director of Media Relations|
by Olivia Drake •
|Assistant Professor of Molecular Biology and Biochemistry Manju Hingorani researches pathways that lead to carcinogenesis.|
Assistant Professor of Molecular Biology and Biochemistry Manju Hingorani recently earned an award totaling more than $571,700 from the National Science Foundation (NSF) for research on pathways leading to carcinogenesis, including the development of colon, rectal, stomach, and ovarian cancers.
The five-year grant will specifically fund the research of Hingorani’s laboratory focuses on the workings of proteins responsible for DNA mismatch repair with the long-term goal of understanding how defects in repair are linked to many forms of cancers.
“I am tremendously grateful to the National Science Foundation for its strong commitment to basic science research and education, especially in this time of constrained budgets,” says Hingorani.
Hingorani earned the award thanks to the NSF’s Faculty Early Career Development (CAREER) program. This program recognizes the critical roles faculty members play in integrating research and education, and in fostering the natural connections between the processes of learning and discovery.
To date, eight Wesleyan University faculty members have received this award including Hingorani, Assistant Professor of Astronomy Kathryn Johnston, Professor of Physics Reinhold Blumel and Associate Professors of Molecular Biology and Biochemistry Scott Holmes and Michael McAlear.
Hingorani plans to use the funds to support graduate and undergraduate research projects in her laboratory, and to develop innovative courses on science writing and on science documentary filmmaking in collaboration with faculty from Wesleyan’s Department of Film Studies.
by Olivia Drake •
|Phil Cotharin, temperature controls mechanic/energy management specialist, examines a variable frequency drive that controls the neighboring air handling unit in the Exley Science Center. The system significantly reduces energy waste.|
by Olivia Drake •
TAPS: Tap virtuoso Dianne Walker teaches students how to tap dance during DanceMasters Weekend at Wesleyan March 5. DanceMasters Weekend allowed dance students to experience a wide range of contemporary dance techniques by taking classes with master teachers from premiere dance companies over an intensive two-day period. (Photo by Lex Leifheit)
|SWING BACK: Robert Battle, artistic director of Battleworks Dance Company, teaches students in the Bessie Schonberg Studio on March 6. (Photo by John Elmore)|
|TUCK AND TWIST: Pascal Rioult, founding artistic director of the Pascal Rioult Dance Theatre, teachers a graduate student a dance maneuver during a class for master’s degree-seeking students. (Photo by Lex Leifheit)|
by Olivia Drake •
|Psychology Professor Karl Scheibe will retire from Wesleyan this spring after a 42-year career here.|
Fresh out of the Ph.D. program at the University of California at Berkeley, 26-year-old Karl Scheibe accepted a faculty position at Wesleyan University. Apparently, he liked his first job.
It sure lasted a while, says Psychology Professor Scheibe, who has spent the more than four decades since teaching and doing research at Wesleyan. Ive considered going to other universities, but never did. And Ive never regretted staying here.
Scheibe, a social psychologist known for his classes emphasizing relationships between psychology and theater, will take his final bow when he retires after the spring semester.
Throughout his career, hes taught 20 different psychology courses, some of which are self-invented. In 1980, he introduced an experimental course titled The Dramaturgical Approach to Psychology, which proved to be popular with both psychology and theater majors. The course explores the use of the language of theater in the illumination of psychological questions, exploring issues such as politics in theater, audience effects, role-playing as a teaching and therapeutic technique, the actors identity problems and general theory of the mask.
Today, the class is so well-known, Scheibe interviews students before allowing them to enroll in the size-restricted class.
The class isnt for everybody, he explains. This is for people who really want to get engaged and take charge. People who would rather sit through a lecture shouldnt be here.
Psychology major Elizabeth Thaler 05, says discovering the intersection of drama and psychology is intuitive to many students. The class, she says, helps students experience a real-life illustration of everything the psychology department teaches.
The first day there was a buzz of mystery and excitement, because all anyone knew about the class was that it was intense, revealing, and huge amounts of fun, Thaler says. The fun is very importantwe make ourselves pretty vulnerable and at times go into dark territory. The fun keeps us eager for more.
Thaler says Scheibe puts class into the students hands, but stands by as a guide, providing agency and support.
There is a feeling of trust in that classroom that I haven’t experienced anywhere else at Wesleyan, and the trust works both ways. He seems infinitely wise yet eager to learn from his students; we’re all in it together, she says. In the weekly journals we write him, I feel free to talk honestly about almost anything, from my personal life to my complaints about the class. I didn’t walk in feeling that way, it was the way Scheibe leads us that opened me up.
Scheibe applied for a position at Wesleyan based on its yeasty qualities, he said.
Wesleyan was a traditional New England small college, but it had this known quality of change this avant garde on-the-edge element that other colleges around here lacked, he says.
A faculty position at Wesleyan also came with a daunting reputation. Scheibe said he and other junior faculty colleagues were bathing in tenure anxiety from the very beginning.
When he was hired in 1963, he was one of only six psychology professors in the department; now there are 14 on tenure and tenure track.
Wesleyans 11th president, Victor L. Butterfield, was in charge of the all-male university. Fraternities were quite conspicuous on campus, and Scheibe found himself in the curious position between teaching and being one of the boys.
I was 26. I was listening to the same music as the students and sharing their culture. I even chaperoned frat parties, as back then, parties had to have chaperones, he says, recollecting memories of his early days. Wesleyan was a very different place then. But then, as now, it was an exciting place to be.
Scheibe was promoted to associate professor in 1967, was awarded tenure in 1968, and was promoted to professor in 1973.
Wesleyan was rich and resourceful and it was able to afford the best professors in the nation, he says. It was a superior institution, and it still is.
Like most professors at the time, Schiebe came to Wesleyan with a broad array of abilities. Throughout the years, his research has focused not only on psychologys association with theater, but also on theoretical issues of psychology of self and identity. His current research interests also include problems of substance abuse and other excessive appetites.
Julie Glickman 04, events assistant for the Center for the Arts, took two of Scheibes classes. Scheibe was also her academic advisor while she was pursuing her degree in psychology.
Professor Scheibe is a kind and compassionate man, she says. He had the ability to captivate not only a small seminar of 20 students, but an entire auditorium with 350 students. He was an exceptional instructor and mentor.
Psychology master’s student Justin Freiberg says Scheibe creates a structure in his class that makes the students feel safe enough to share openly, and to be spontaneous.
“He makes students take the initiative in figuring out what exactly they just learned,” Freiberg says. “You might think to yourself that what just happened was really a bunch of improv, and while this is true, it is in connecting the classes back to the readings and to past studies, be they in psychology or drama, that the real value lies.”
In addition to teaching courses at Wesleyan, Scheibe taught two-week graduate-level classes at an English-speaking DUXX Graduate School of Business Leadership in Monterrey, Mexico during the entire seven-year existence of the program. He also had two Fulbright appointments at the Catholic University of Sao Paulo, the first in 1972, the second in 1984. He taught these in Portuguese.
In Brazil, Scheibe wrote his first book, Beliefs and Values. Hes also the author of Mirrors, Masks, Lies and Secrets,” Self Studies and The Drama of Everyday Life, published in 2000 by Harvard University Press. The book describes human lives as dramas, that we all live in boxes, that are little theaters wherein the play is earnest and the players all convinced of their grasp on reality.
Upon retiring, Scheibe has plenty to keep him busy. Currently a part-time clinical psychologist, Scheibe will continue to practice at his business in Old Saybrook. Hell focus the bulk of his time as the director of the new Wasch Center for Retired Faculty. This new center, slated to open on Lawn Avenue in fall 2005 creates a shared intellectual and social community where retired faculty members can continue their scholarly activities and participation in university life. Here, Scheibe hopes to complete another book, which is well underway.
As a retired faculty member, I and others, need a place to go to think and write and read. And, when I am retired, theyre probably going to want to give my office to someone else and I will need a place to put all these books, a smiling Scheibe says, peering up at hundreds of hard cover books, files and notebooks.
Ruth Striegel-Moore, professor of psychology and chair of the Psychology Department, says her colleague will be missed by other faculty members and students alike.
Karl Scheibe has been a tremendous force in the psychology department, she says. In the past 40 years, he has taught a broad range of courses to thousands of Wesleyan students, including The Dramaturgical Approach to Psychology, which exemplifies Karl’s impressive breadth of scholarship and teaching. His students attest to his passion for teaching and his dedication to mentoring.
Scheibe says he will miss teaching and that it never became mundane. The students, he says, keep class motivating.
Every semester had fresh students and its like directing Hamlet all over again, he says. Every cast was unique.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Laurie Zolty, assistant to the coordinator of University Lectures, poses with lecture advertisements inside the Horgan House.|
Q: When did you join the staff at Wesleyan and why?
A: I joined the staff in the fall of 2000 looking for a career change. A very good friend was on staff here and spoke so highly about working at Wesleyan. I was searching for almost a year, looking for a position where each day would be different working a diverse schedule, meeting new people, taking on new tasks and challenges. This newly created position with University Lectures seemed like the perfect fit.
Q: What were you doing before you came to Wesleyan?
A: My last job wasn’t very exciting. I was the office manager for a local orthodontist. But the one before that was great. I handled all human resources, payroll and office management for The Tournament Players Club at River Highlands, which meant my employer was the PGA Tour. That was cool.
Q: How do you and Jean Shaw, the University Lectures coordinator, work together?
A: Jean Shaw and I have worked wonderfully well as a two-person team. We handle the logistics for a number of endowed lectures, from their inceptions to their completion. We also assist faculty when they are applying for and receiving funding from the Edward W. Snowdon Fund. These Snowdon supported lectures are more numerous and we do everything from advising to organizing the lecture events and setting up small dinners to working with the graphic designer on advertising and posters. We also assist or manage individual lecture budgets and attend the events we help sponsor.
Q: What do you like most about your job?
A: Id say the diversity of skills used and the exposure and opportunity of working with and getting to know such a large number of faculty and staff.
Q: I understand working with lectures isn’t the only thing you do at Wesleyan.
A: The major part of my job is working with Lectures, but one-quarter of my time is connected with Reunion and Commencement. This part of my job is to coordinate and streamline the payment process for all R and C invoices and help to track all expenses. In addition, I have taken on assisting the Marshal of the Faculty for commencement. These come at the perfect time, when logistical work on lectures quiets down in the spring and early summer, so it rounds out my work schedule in a nice way.
Q: Do you attend lectures your department put on?
A: Yes, we attend every lecture, activity and performance, whether it be an endowed lecture, such as the Hugo L. Black or Raymond E. Baldwin events where we are totally involved, or be it a lecture, event or residency organized by an academic department, including all events funded through the Snowdon grant process.
Q: What would be an example?
A: A great example of this is the current series of 19 events spanning three semesters that the Center for Film Studies has organized in conjunction with different academic departments. We also work closely with faculty, like Anne Greene, to help support her major Writing Program lectures each year, the Annie Sonnenblick Lecture and the Joan Jakobson evening.
Q: What have been some of your favorite presenters or lectures?
A: Its hard to say. Ive had the opportunity to meet some amazing people over the past four years. Our first Snowdon Fellow was Steven J. Gould who was remarkable. I actually had the chance to accompany him on a private tour of Dinosaur State Park in Rocky Hill. It was amazing. But Id have to say my favorite lecture each year is the Sturm lecture. Kathryn Johnston, of the Astronomy Department, brings in terrific speakers and for me, the topics are fascinating as each lecture explores an area of astronomy that is far beyond our world but so relevant to our lives on earth.
Q: Who generally presents the lectures? Professors? Visitors? Are there certain topics they address?
A: The lectures that we support and are involved with are always given by visitors. They are often professors from other universities, but can be dignitaries, judges, authors, dancers, college presidents, movie directors, journalists or clergymen. For Snowdon funding, a faculty member writes a proposal with a specific speaker, or speakers, and topic in mind. Snowdon supported events are required to have participation from multiple departments, so the topics can range as wide as your imagination will take it.
Q: What would I find you doing on a weekend?
A: You can find me most Sunday mornings sitting in my three-season room with a cup of coffee and the newspaper. Over the past few years, my husband, Allen and I have been busy with a series of redecorating projects at home and this seems to be a never-ending process. One room triggers another. I enjoy the decorating process, searching for just the right fabric or accessory. My degree was in textiles and marketing so I love the hunt for a bargain and have a feel for what works and what doesnt.
Q: That sounds like a fun, but inexhaustible project. Do you have other hobbies?
A: I like to cook and I sew and I used to play a bit of tennis. I really enjoy going to the movies and eating late dinners afterwards, so Allen and I will do one or both on most weekends. Our closest friends include people I grew up with and even though they live in New Jersey or New York, we often meet up for an afternoon or dinner. Every few months we try and get into New York. I just love the theater and the energy of the city.
Q: Where did you meet your husband? Do you have any kids, and if so, what do they do for a living?
A: I met Allen when we were both at UConn. Weve been married for 32 years and have two sons. Allen has spent his career in labor and industrial relations with Pratt and Whitney, which afforded me the opportunity to stay at home with our kids while they were growing up. Stuart, our oldest, has been married for three years, works as a financial advisor and lives just outside the city. Our daughter-in-law, Meredith, is the general manager of the Jean Cocteau Repertory Company. Andrew, our younger son, lives and works in New York. He is an interactive Web designer, loves to travel and is focusing his time and energies promoting Seven Ender, a rock band that he fronts.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
Wesleyan University made a record-breaking contribution to this years Middlesex United Way annual community campaign.
Frank Kuan, director of community relations and volunteer community campaign chair, reported that Wesleyan raised $140,018 for the local United Way chapter, exceeding the campaign goal of $135,000. This is the most Wesleyan has ever raised for Middlesex United Way in the 60-plus years the university has been involved in the campaign.
Middlesex United Way supports critical human care services and county-wide projects that improve community conditions.
This goes to show that Wesleyan employees care about the community that they work in, and many of us live in, Kuan says. Raising a record amount is a pretty amazing feat, and its a result of everyones diligence and effort.
Wesleyan was among the top three contributors in the Middlesex United Way Campaign. Kevin Wilhelm, Middlesex United Way executive director said Wesleyan consistently ranks in the top 4 percent of all universities nationally with respect to average gift and percent. This year, Wesleyan represents 6.5 percent of Middlesex United Way’s total of $2,150,000.
Although it was a successful year in terms of dollars raised, the level of participation dropped, a development that has Kuan concerned. Last year Wesleyan had 62 percent of its employees participate; this year that number fell to 59 percent.
Every dollar really counts and it all adds up for what we want to do locally, Kuan says.
Despite the drop, seven departments did have 100 percent participation: the Center for Humanities, Classical Studies; Dean of the College Office; Financial Aid; Philosophy; Project to Increase Mastery of Mathematics and Science (PIMMS) and the Registrars Office.
The Leadership Circle, comprising 44 individuals and six vendors who pledged at least $1,000 a year, accounted for $71,050.86 or 50.7 percent of the total amount raised.
John Biddiscombe, director of athletics, chair of the department of physical education, Middlesex United Way Executive Committee 2002-04, and past president of the Middlesex United Way Board of Directors said the United Way campaign has emerged over the past ten years to the point where the employee contributions ranks first in Middlesex County.
Wesleyan has always provided strong support for the United Way, Biddiscombe says. However, now, not only does Wesleyan provide volunteers, but we also provide significant dollars to local people in need.
In Middlesex County, United Way provides ongoing funding for 35 programs and services including the Amazing Grace Food Pantry, Girl Scouts Connecticut Trail Council Inc., Boy Scouts Connecticut River Council, Inc., Literacy Volunteers of Greater Middletown, Middlesex Hospital Family Advocacy Program, Oddfellows Playhouse Youth Theater and YMCA of Northern Middlesex County.
In addition to United Ways core services, the organization is creating three new initiatives:
In 2003, United Way touched 26,809 people, or 62 percent of Middletowns population. Overall, it reached 53,750 people or 34 percent of all people in Middlesex County.
Middlesex United Way recognized Wesleyans contributions with three awards at its recent annual meeting: a Silver Award for Participation, a Special Award for Excellence in Leadership Giving, and an Employee Honor Roll award for Five Consecutive Years of Campaign Growth.
Joyce Jacobsen, professor of economics, and Mike Zebarth, director of PIMMS, will serve as co-chairs for the 2005-06 campaign.
For more information go to www.middlesexunitedway.org.
by Olivia Drake •
|Lingzhen Wang, assistant professor of Asian languages and literatures stands outside Fisk Hall, where she teaches a class on 20th century Chinese literature and film.|
Lingzhen Wang joined the Asian Languages and Literatures Department as an assistant professor of Asian languages and literatures in January 2005. She teaches China Modern: An Introduction to the Literature and Film of Twentieth Century China and Intermediate Chinese at Wesleyan.
Wang completed her undergraduate work at Nanjing University and earned her Ph.D at Cornell University. Her masters thesis is a comparative study of a well-known Chinese writer, Shen Congwen, and Thomas Hardy, and her dissertation is on modern Chinese womens autobiographical writing.
Wangs main areas of interest are modern Chinese literature, gender studies, feminist and literary theories, and modern Japanese literature. She is currently researching Chinese female film directors.
She was drawn to Wesleyan in part because of its top-notch faculty.
Wesleyan has some leading scholars and professors in Chinese Studies and Women Studies, she says. And the role of East Asian Studies is quite prominent at Wesleyan compared to many other places.
The Mansfield Freeman Center for East Asian Studies and proximity to her husbands workplace were also big attractions.
In September 2004, Wangs book Personal Matters: Women’s Autobiographical Practice in Twentieth-Century China was published by Stanford University Press. She recently edited a translation anthology of a famous contemporary woman writer, Wang Anyi, titled “Years of Sadness,” which is pending publication. Wang is currently working on two essays, “Peeling Onion: Teaching China and Gender in the United States” and “The Ambivalence of Maternal Body and Voice in Contemporary Chinese Womens Cinema.”
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Biology visiting assistant professor Stanley Lin researches ways to prevent brain cell death in stroke patients.|
| Q: Professor Lin, youre among only a handful of scientists, nationwide, studying excitotoxic cell death. Please explain your research, and what this means for stroke victims.
A: After a stroke, millions of brain cells can get over excited and the cells can die. This cell death is an ongoing process. This condition can be prevented if the neurological signaling pathways that that cause cell death are inhibited. If we use proteins that block excitotoxic pathways, we could prevent post-stroke death.
Q: How do you describe an excitoxin?
A: An excitoxin, is an excited poison. It is a normal neurotransmitter that damages neurons when released in large amounts. An excitoxin binds to certain nerve cell receptors, stimulates the cell, and either damages the cell or results in neuronal cell death. Excitatory amino acids, can produce lesions in the central nervous system and set off progressive diseases such as. Its also a factor in nerve damage in patients who have epilepsy or asphyxiation.
Q: In addition to strokes, what types of medical problems can arise from cell death?
A: Excitotoxic cell death is thought to be a central and underlying cause of brain damage in a variety of neurodegenerative disorders such as Huntingtons, Parkinsons, or Alzheimers disease. An understanding of what causes cell death and lesions after strokes will lead to prevention of the paralyzing cell loss.
Q: Where did you study this subject before coming to Wesleyan?
A: I earned my bachelors and doctorate from Johns Hopkins University. Most recently Ive collaborated with professors at Yale University on this subject. Prior to coming aboard at Wesleyan in 2002, I worked in both the oncology and neuroscience fields, studying serotonin-associated signaling pathways, cloning novel signaling molecules from the brain, and studying the mechanism by which salmonella can target tumors and slow tumor growth.
Q: What are some of your recent publication topics?
A: They cover a broad range of topics, including neuroscience, immunology, oncology, and microbiology. My most recent articles include Oxidative damage and defective DNA repair is linked to apoptosis of migrating neurons and progenitors during cerebral cortex development in Ku70-deficient mice, which will be published in Cerebral Cortex, and Role of SptP in enhanced tumor necrosis factor-a secretion and ERK activation in murine macrophages by Salmonella typhimurium, which appeared in Cellular Microbiology.
Q: Do you collaborate with any of the other professors?
A: I perform research with Janice Naegele who is an associate professor in biology and neuroscience and behavior. She investigates the role of DNA repair in neuroprotection. Shes more anatomical, and Im more molecular, so our work complements each others. We, and student Jia Liu, study cell cultures and segments of rodent brain. Under a microscope, we study the activity of a specific molecule, technically called striatal-enriched tyrosine phosphatase, or STEP, a brain-specific molecule that turns off cell death pathways. During nerve death, the STEP molecule gets degraded, and is no longer present to prevent cell death.
Q: Please explain more about these STEP molecules.
A: The STEP proteins, both normal and mutated, are fused to amino acids that allow the STEP proteins to enter cells, bind to enzymes in the cell death pathway, and block death-associated signaling. So far, weve shown that addition of certain STEP mutants, but not others, can block excitatory cell death. I plan to study the differences in action of the individual STEP mutants in order to identify the critical cellular reactions involved in cell death.
Q: What classes do you teach here and what do you want students to get out of your classes?
A: Last fall, I taught neuropharmacology and this spring, Im teaching a molecular and cellular neurobiology laboratory course. I want students to get a fundamental understanding of how cells work in the brain, the anatomy of the brain, and hope they can visualize paths in the brain.
Q: How do you study the brain?
A: We study them directly. Along with graduate students Jia Liu and Mohit Neema, we bring out a mini bologna slicer and will slice apart mice brains for students to study under the scope.
Q: Do you enjoy research or teaching more?
A: Ive always done research, but Im enjoying teaching, too. Research keeps me mentally active, whereas the students can really keep you on your toes. Those students who really get into neurology are the most rewarding to teach.
Q: I understand working here has some sentimental value to you.
A: Yes. My father, Po Chen Lin, earned his masters degree in English literature from Wesleyan in 1948 under Professor Fred Millett.
Q: What do you do after a long day in the lab?
A: I studied violin at the Peabody Conservatory at Johns Hopkins, so I like to meet up with my trio. We call ourselves Youth n Asia. We have performed at various local venues, including Connecticut Hospice and the Neighborhood Music School. I also enjoy reading and spending time with my daughters, Shau-Ru a recent graduate of Smith College, and Fu-Fu.
|By Olivia Drake, The Wesleyan Connection editor|