Jonathan Almer, C’91, recently welcomed a 1,800-year-old mummy to his office for the day.

Of course, Almer, a physicist at Argonne National Laboratory, doesn’t have your average desk job. As part of his work there running the Advanced Photon Source (APS)—a highly sophisticated X-Ray machine—he conducted an in-depth examination of the mummy, believed to contain the body of a 5-year-old Egyptian girl.

“We’re hoping our data will help us better understand details of her bone tissue, and her teeth,” said Almer, who majored in physics at ��ݮӰ�� and received his PhD in material sciences from Northwestern University in 1998. “This kind of information will help us enrich the historic context of the mummy as well as the Roman period in Egypt.”

Almer’s expertise with Argonne’s APS allowed him and his partner, Northwestern Prof. Stuart Stock, to peer into the mummy at a high resolution, and “in a non-destructive way,” Almer said.

The mummy is one of only 100 so-called “portrait mummies” in existence. Such mummies feature life-like paintings of the deceased person’s face. This particular mummy is owned by Northwestern University and will be on display for several months in 2018 at the school’s Garrett Evangelical Theological Seminary. Almer and Stock’s fascinating research was featured in a recent .

Almer credits his ��ݮӰ�� education with sparking his sense of curiosity.

“My physics courses were challenging but sometimes even fun, thanks to Linda McDonald,” said Almer, of the longtime NPU physics professor.

“��ݮӰ�� provided an excellent basis for my career,” Almer said. “The strong overall liberal arts focus at ��ݮӰ�� meant I took a much broader set of courses than most of my colleagues I’ve worked with since.”

Almer also joked, “Such broad-based knowledge helps personal development in a myriad of ways, but also provides practical benefits such as communication skills which, let’s face it, scientists could use more of.”

Well said, even for a scientist.

September 14, 2017 — ��ݮӰ�� welcomed longtime ABC medical editor and ��ݮӰ�� grad Dr. Timothy Johnson to discuss the future of American Health Care with NPU students.

The student-only event was held in the Nancy and G. Timothy Johnson Center for Science and Community Life, the building named in honor of Dr. Johnson and his wife. “We are extraordinarily privileged to benefit from Dr. Johnson’s vast knowledge of healthcare, and his willingness to share his insights, gained over a lifetime of service, with our students who are just starting their life’s work,” said ��ݮӰ�� Interim President Carl Balsam. “We hope this will inspire many of our students to follow in his footsteps.”

The event was attended by over 200 students and was live streamed on ��ݮӰ��’s Facebook page.

��ݮӰ��’s Summer Science Academy runs for four weeks and includes six courses for high school juniors and seniors. Dr. Yoojin Choi, associate professor of biology at ��ݮӰ��, is the program coordinator of Summer Science Academy and regularly teaches classes on anatomy, physiology, neuroscience, and cancer biology. This is the Academy’s third year running, and ��ݮӰ�� caught up with Dr. Choi to discuss this year’s program.

NP: Why is it important that ��ݮӰ�� offer the Summer Science Academy?

Dr. Choi: The first and foremost goal of the program is to serve the local community. ��ݮӰ�� is situated in a very diverse neighborhood; diverse in all kinds of measures. A lot of the students don’t have this kind of high-quality STEM experience. In any public school setting, there is a limited amount of time and resources. Having previously taught at the high school level, I know that with a mandated curriculum, it is sometimes difficult to do “fun things.” So we want to give these students a high-quality experience in their local neighborhood; that’s our main goal.

NP: How many students participated this year?

Dr. Choi: This year we had 36 students, filling 41 seats. This means that multiple students took more than one course. We attracted a few more students than last year, and we are drawing from more schools than last year as well. When I look at where the students live, they’re mostly from around the neighborhood, but they go to school all over Chicago.

One exciting and interesting case this year is that we had a student from Jamaica. She found us on the internet, and she came from Jamaica to attend a course.

NP: How is STEM at ��ݮӰ�� related to the Summer Science Academy?

Dr. Choi: In the big scale, all of STEM fields need more diversity—gender, ethnic, and socioeconomic. ��ݮӰ�� is contributing to increasing the diversity in STEM fields. Exposing our neighbors to STEM early on, they’ll be encouraged to pursue an education in STEM fields. The expectation is that when these students see our facilities and interact with our professors, that they will become excited about STEM.

We do rely on donations year by year to allow the program to financially support those in need. Last year the Provost stepped up, and this year a retired professor funded scholarships. Last year we supported four students, this year five, and they are need-based.

NP: What kind of student would benefit from the Academy?

Dr. Choi: Our acceptance rate has been high because many of the students are so well qualified. The application website states that students who will do well and take the most advantage of the program have received A’s and B’s in their science courses. So far, with a couple exceptions, all have been A and B students.

We want to keep our class sizes small. The point of the program is to give students very hands-on, interactive experiences, and we can’t do that in a class size of 30-40 students. We cap the classes at 16 students; that is our maximum.

NP: The Academy takes place in the Johnson Center; what’s the utility of this building?

Dr. Choi: Another goal of ours is to use the state-of-the-art facilities ��ݮӰ�� has to serve our community. You know, we built this fabulous new building, and it was underutilized during the summer months, so this gets students into and using the resources here. Utilizing the building during the summer when there aren’t many classes. It would be a waste not to use these great facilities.

Each course is not intended to be an extensive, in-depth kind of thing. We have a morning and an afternoon course, and each is only two and a half hours each day. We have two different types of courses, one that runs for four days, and one that runs for eight days. The schedule was constructed in such a way that if a given student wants to take every course, they can. This way, we also keep the Johnson Center facilities in use all day during the summer time.

NP: Do you incorporate faith into the Summer Science Academy?

Dr. Choi: In a direct way, we do not. However, during our first class this year, taught by Dr. Linda Vick, the first words to come out of her mouth was about God. All of our full-time faculty are Christians, and we are active in our faith lives, and I think that just rubs off. Faith is not a primary component of Summer Science Academy, but we rely on these personal interactions anyway.

NP: What is the benefit for ��ݮӰ�� student teachers?

Dr. Choi: We have TAs for the programs. We have full-time professors teaching the courses with some help from ��ݮӰ�� students working as TAs. It is a goal of mine to get more students involved for each course. The struggle we run into is that it is hard to get students to stay over the summer for just one week to be a TA while receiving minimal compensation. I am hoping to attract more funds so that we can train and mentor our ��ݮӰ�� students and they, in turn, can mentor the high school students.

A synergy between this program and secondary education majors who are interested in science would be most ideal. Last year we had one Secondary Education and Biology student who did her NPRESS research on Summer Science Academy students; this is the synergy I want to see more. My hope is that we can groom the program so that it is a learning experience for our ��ݮӰ�� students as well. The TAs will gain experience in mentoring, teaching some of the material, preparing and gaining knowledge on how labs and experiments are taught.

NP: What is your favorite Summer Science course?

Dr. Choi: That’s like asking to pick your favorite child! What our students like the best are the hands-on and inquiry-based classes. Then again, all of our courses are hands-on in one way or another. The biology, chemistry, and physics/engineering classes are by default hands-on. Our psychology and mathematics courses are hands-on in a different way, with lots of discussion and problem-solving. Students love courses in which they can take ownership of the lab, and not scripted activities. The complaint that I received last year was that the students wanted more time in the lab. This is an opportunity for the students to do their own experiments, with the time they need, something that they are unable to do in school.

Students have all different ways of starting their morning. Some with a cup of java or a work-out at Helwig Recreation Center or hitting snooze a couple of times. But for both the science-driven major as well as any student interested in anatomy, the morning starts with access to ��ݮӰ��’s Cadaver Lab.

During the near-dawn hours, ��ݮӰ��’s Coordinator of Anatomical Resources Dr. Jeff Nelson leads visits to the Cadaver Lab—as early as 6:30 am. “This time of day is perfect for students to openly converse which also sets the tone for professionalism,” says Dr. Nelson.

Learning together early in the morning, when all is quiet on campus and classes have not yet started, distils distractions and focuses the learning experience on exploring anatomy. Supervised by Dr. Nelson, students meet two times a week and every three to four weeks where fellow students can see the work to-date and refresh their knowledge of anatomy. Dr. Nelson readily greets the groggy-eyed yet ready-to-learn undergrads from a variety of majors—psychology to art to health sciences—opening the doors into the world of anatomy where students learn by conversing, observing, handling, and exploring.

If a student is interested in optometry, they can study the eyes; if there’s an interest in physical therapy then they can look at the muscles. To keep track of the areas of the body already studied, students maintain their own logs. In the Cadaver Lab, it’s the students who are actually doing the work with the cadaver. “There’s an element of discovery and mystery that’s experienced during these wee hours of the morning that gets students to start thinking about their interests and career path,” says Dr. Nelson.

Dr. Nelson encourages students to have their own experience with anatomy. For many, being in the Cadaver Lab is about having their first patient experience and for others, it’s about what is yet-to-be-discovered. Modeling the peer-teaching style, students prepare to teach to their fellow classmates, a necessary skill developed in medical school.

��ݮӰ�� is unique in having its own cadaver lab for undergraduate students. Located in the basement level of the state-of-the-art Johnson Center, the Cadaver Lab provides students with hands-on learning experiences found right here on campus. Before the Cadaver Lab existed on campus, students traveled to nearby hospitals such as Rush Medical Center to receive this sophisticated level of learning most often found in graduate schools.

“��ݮӰ�� is fortunate to have the Cadaver Lab on campus and the students really enjoy expanding their knowledge and skills alongside their peers,” remarks Dr. Nelson.

To participate in a Cadaver Lab session with Dr. Nelson, set your alarm and look for the sign-up sheet outside his office in the Johnson Center, room 020.

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This is a student blog post submitted by Leah Emerson C’18. Leah is a Psychology and Advertising double major. Pictures featured in this post were taken by Leah. 

For as long as I can remember, a goal of mine has been to visit all seven continents before I die. When it came to Asia, my first thoughts were always things like, “I’d love to see Thailand,” or, “Hong Kong would be amazing.” I knew that Taiwan was a country, but it has never been a country that crossed my mind when I thought of the places I wanted to visit. Not because Taiwan wasn’t interesting or worth my time, but because I just didn’t know enough about it. Yet, here I am writing about my first experience in Asia that took place in—you guessed it—Taiwan! Life is a funny thing.

The context of the trip is a Keystone course offered by ��ݮӰ�� entitled “Culture and Ecology of Asia.” The course is exactly as it sounds. It is two weeks long and focuses on teaching students of all backgrounds about the culture—customs, societal norms, food, etc—and the ecology—living organisms and their surrounding—of Asia, and more specifically of Taiwan. The trip was led by Dr. Timothy Lin and Dr. Linda Vick—Dr. Lin specializes in the more  cultural aspect of the trip, as he is a Taiwanese native, and Dr. Vick specializing in the ecological aspect—teaching us about the unique organisms and living things in this unfamiliar part of the world.

This trip was more than just a class where we gained factual knowledge. It was an experience that we got to make our own. Throughout the two weeks we were there, we did more than sight-seeing. We did things that pushed us beyond what we are accustomed to which gave us the opportunity to see and experience the world, and engage with people in a way we didn’t know possible.

my biggest take away from this trip was this: mindset is everything

We spent one day at Tunghai University, ��ݮӰ��’s Taiwanese partner school. During our stay at the University, each of us were paired  with a Taiwanese student from the university, and we spent the whole day with them. We talked with them and compared our lives, cultures, experiences, and so much more. It was things like that, having simple conversations, which really opened  our minds and created great learning experiences—and many new friendships!

One of my favorite parts of the trip was traveling to the countryside of Taiwan and seeing all the rice fields. While we were there, we had the chance to eat dinner in a Taiwanese family’s home. The father was previously a professional chef in Taipei (the largest city in Taiwan), but due to health reasons, he and his family had to leave and move elsewhere. They decided they wanted to live a simple life, so they moved to the countryside and began farming. While in their home, he prepared somewhere between 8-10 courses for us to enjoy, all of which were grown and farmed locally, and his two little daughters and his wife served us the food. Afterwards, he came out of the kitchen and spoke with us (in Mandarin—Dr. Lin translated). He told us his story and answered questions we had. It was such an incredible and special experience, and the food was even better!

As much as I learned in the two weeks, my biggest take away from this trip was this: mindset is everything. It plays a crucial role when it comes to our outlooks on life. I left on this trip challenging myself to keep an open mind, and a willingness to try new things. I came home two weeks later with an entirely new perspective. That open-mindedness ultimately opened up my world. This hands-on learning experience allowed me to learn things about the world, myself, and others that I wouldn’t have learned otherwise; for that I am thankful.

This is a student blog post submitted by Rachel Weaver C’19. Rachel is transfer student majoring in Biology.

After months of anticipation, we are finally in San Salvador, The Bahamas!! This all started in the Johnson Center at ��ݮӰ��. The first part of our Marine Biology course was spent in the classroom where we got to know each other and the marine creatures we are spending so much time with. We learned about different species of fish, coral, and invertebrates and how to recognize them in the field (don’t touch the bearded fireworms!). We practiced identifying the Caribbean fish at Chicago’s own Shedd Aquarium to test our abilities. In the Shedd’s Caribbean Reef Tank we got a glimpse of many of fish we had been studying in depth within the classroom; we were impressed by how much we could recall after such a short time.

If we thought fish identification skills were hard, picking out our snorkeling gear and choosing which colors we wanted was even tougher. With this difficult decision made, we used our new gear well in advance of the trip, practicing our snorkeling skills in a local pool. We developed the myriad skills needed to snorkel successfully and safely, including surface dives and mastering breathing through our mouths instead of our noses (it sounds easier than it is . . . try it for an hour straight).

Those who were feeling adventurous took the opportunity to become certified to scuba dive down to 60 feet deep. Getting certified was exciting and only took two weekends to complete. Our first open water dive took place in the 50 degree waters of Haigh Quarry, also affectionately called the “Caribbean of the Midwest”; fitting for our future travel plans. Fortunately, we were in the real Caribbean within a week, where the waters are much warmer (80 degrees), the sun is hotter, and the aquatic life is more diverse. We will get to use our scuba skills toward the end of our trip.

The Marine Biology course is one of the many field courses available at ��ݮӰ��. What’s a better way to learn marine biology than to see the real deal? Here at ��ݮӰ��, not only is Chicago our classroom, but so is the world.

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This is a student blog post submitted by Leslie Nelson C’19. Leslie is a Biology major.

Over these past two days through these experiences and countless others, our team was more excited than ever to see what San Salvador had in store for us.

Upon arrival at our home for the trip, the Gerace Research Centre (GRC) on the island of San Salvador, we once again encountered Bahamian island time contrasted with the military-style scheduling of GRC. At GRC, meals run like clockwork at specified times, no exceptions. If you show up too late for a meal, you won’t be eating. Further, there are other specific times such as quiet hours as well as the return of GRC vehicles. All this precise timing facilitates smooth function, courtesy, and even safety (many vehicles lack working headlights, wipers, speedometers, doors that latch shut, and other “unnecessary” luxuries). Additionally, the GRC guests are mostly scientists from around the western hemisphere with multiple research foci; strict schedules allow for better coordination across campus. Passing through the gate of the GRC puts you in a different temporal space than the laid-back style of the islanders, who never seem to be in a rush or even on a specific schedule.

Further, there seems to be a more welcoming attitude on the Bahamian islands than you would find in many US cities. This is most apparent while traveling the roads. Driving up to GRC following our arrival on San Salvador, we were told by the campus director to wave as cars pass each other on the Queens Highway, the one road around the island. Waving is part of the culture here on the island, as everyone knows each other and therefore there is an almost obligatory friendliness. Perhaps it is because everyone on the island is family, in some sense.

On Nassau, as well as San Salvador, honking on the road is more of a friendly ‘hello’ than an annoyed ‘what do you think you are doing?’

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This is a student blog post submitted by Leslie Nelson C’19. Leslie is a Biology major.

“The first time is the worst.” The mini heart attacks subsided as we remembered that Bahamians do indeed drive on the opposite side of the road. Meanwhile, we were still trying to comprehend why half of the cars have steering wheels on the left side and the other half have them switched to the right. This is one of the first examples of merging cultures we experienced on arrival in Nassau in The Bahamas.

Another striking cultural difference noticed early on was between the leisurely island style and the bustling tourism industry. Tourism is the largest industry found on the Bahamian Islands. Once again, a merging of these two worlds became apparent in Nassau during dinner time at “Da Fish Fry,” the local seafood strip. The restaurant owners persistently pursued us to get us to eat at their establishments. One owner even picked up a Chicago Cubs t-shirt worn by one of our group members, using this as a segue to talk us into his establishment. This kind of personalized attention is not as common in North American cities. We snacked on local delicacies like conch fritters and some members of our group even enjoyed a full conch meal!

However, there were also tastes of home. Dunkin Donuts. This time, donuts at the Lynden Pindling International Airport were the method by which cultures were fused. Dr. Rholl was the only brave soul who was willing to give a guava donut a try . . . he loved it. And these donuts appeared once again when multiple people traveling on our small flight from Nassau to San Salvador brought a box full of donuts to the island with them, a commodity which can’t be found on the out islands.

Beyond experiencing the unique culture of the Bahamas, we also found time to work on our snorkeling and identification skills. Two snorkeling sessions have already been squeezed in between flights and meals and catching up on sleep. To begin we checked out Junkanoo Beach in the heart of Nassau which is right next to the shipping lanes and a public beach. For our second session, we waited until San Salvador and walked across the street from our lodging at the Gerace Research Centre to the boat launch at Graham’s Harbor.

In just 24 hours, our eyes have been opened to a new world. In 1492, Christopher Columbus landed on the tiny Bahamian island of San Salvador. 525 years later, we are excited to see what else “Columbus’ Isle” has in store for us, both culturally and ecologically.

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