Matter: A Poem about the Neuroscience of Mental Health

Matter

By: Auriana Irannejad

Great gray matter,

How gray must one be,

To know they matter?

Surrounded in white, surrounded in bliss,

Yet stuck in a gyrus, hiding them from this abyss

No one penetrates this layer,

No one enters this skull

To let them know they matter

Before the lack of serotonin makes them dull

Inside this cranium, inside this little black hole,

Contains all of the matter

That needs to pour into their soul

This chamber can only be opened 

If one lets them know

How dense their matter is

And there is a reason not to go  

So a question we must ask, a concept that is hard to fathom,

Is how gray must one be,

To know that they matter?

UAB Counseling Services: 205-934-5816
National Suicide Prevention Hotline: 1-800-273-8255

Alumni Highlights: From Neuroscience to Peace Corps in Mozambique to Medicine by John Wesley Chancellor, Class of 2016

For more photos and insights, check out his wonderful blog:
https://mozlikely.travel.blog/

You will learn a lot about his experiences abroad e.g. the language, dance, culture, and the community.

For more information about his experiences at UAB, check out this article:
http://www.uab.edu/news/campus/item/7263-uab-student-to-join-peace-corps-following-spring-graduation

  

During the medical school application process, why and when did you decide to also apply to be a part of the Peace Corps? 

      As the stereotypical millennial with to many things I like to do, I applied concurrently to medical school and the Peace Corps. I wanted to keep my options open. In February, I interviewed for both medical school and the Peace Corps. I actually got accepted to medical school the first week of march and the Peace Corps the following week. I don’t know how to describe what led my decision making other than sheer intuition i.e. “my gut”. I couldn’t really rationalize to anyone why I was giving up a medical school acceptance alongside my best friend and study partner for the last 4 years. In fact, most people that didn’t instantly sanctify me for giving up such an opportunity thought I was literally crazy. I can’t blame them. When I try to put myself in their perspective, it doesn’t really seem to add up. Truth be told, I wanted to really get the chance to live in another culture. Up until that point, I had lived a very blessed, lucky life. I realized I needed to give back. But also, medical school seemed like a life sentence. Not necessarily in a bad way. But, I just wasn’t ready to commit, seemingly, my entire life to anything at that point. I needed time to grow and develop and I couldn’t think of a better way to do that than to immerse yourself completely out of your comfort zone

Looking back, what were some things you have left behind or sacrificed when you chose this path?

Sacrificed? Milkshakes. Chic-Fil-A. Hot showers. Milkshakes. Washing Machines. Driers. Momma’s Cooking. Milkshakes. Air conditioning. Running water. Milkshakes.

On a more serious note, when you join the Peace Corps you know that you’ll be taking this on. They make it crystal clear for you to prepare yourself to live 27 months abroad, in hardship if necessary. One thing that I didn’t realize I would be giving up is a feeling of competence. Overcoming the language barrier is hard and takes way longer than you would like it to. Another thing I din’t know I signed up for is losing the ability to blend in. No matter where I go I am always the odd one out. Sometimes a great thing. Sometimes a bad thing. But never my choice. Also, it’s hard to adult. It feels even harder to adult in another country AND in a foreign language. My family and friends could listen, but they couldn’t really offer to much advice.

You described the other volunteers provided some comfort and peace for you, what other emotions and things you learned during the transition arriving to the site alone?  What was your typical day like?

          My typical day goes a little something like this.  I wake up to the muslim call to prayer at around 4:30-5:00 depending on the exact time the sun rises that morning. I’ll lay around in my bed for a couple of minutes and check facebook lite (the full facebook app is way too slow to be functional.) Then, I’ll get out of bed, pump my water for the day from the well, wash the dishes, sweep the floor, and do a few other household chores. School begins at 6:30 a.m. and I'll teach anywhere from 2 – 8 hours depending on the day. I have 7 classes, each with 100 students. I cycle through the different homerooms for 45 minute periods at a time.  On the weekdays in my free time, I have a couple secondary projects including work at a pre-school, with a social activist youth group, or developing a community library program. For fun, I hang out with my host family, go talk to my friends at the market, dance, go to the beach, watch Game of Thrones, read, or find a way to talk to family back home.

With your first-hand experiences seeing the struggles in Mozambique, educating students on a various important topics, seeing gender inequality, and dealing with specific HIV population, how did you stay motivated for 27 months of service?

That’s a great question! Mental Health in the Peace Corps is something completely different than any mental health work I’ve done before. It’s hard. Plain and simple. That being said, I couldn’t relieve stress by going for a run or going to the gym. The Mozambican sun is too hot and the gyms are nonexistent. Talking to friends and family is also kind of hard because my experience is very different from theirs.     Despite all of this, you find ways to cope with stress and the different issues that arise. For me, my work with my youth group is the most nurturing. My kids remind me that the future doesn’t have to be the way that it is currently. They can be the change makers that stop the spread of HIV or stand up for gender equality. When I look at the opportunity of pouring my heart into these kids, it becomes much easier to stay motivated and continue work here even in the harder times.

Any plan to apply similar education model to the US/other developing countries or in your future career?

I do intend to eventually do some international work with medicine in specific. I think if anything being over here has strengthened my desire to do medicine. I have some experiences of seeing just how helpful a good doctor could be to a small rural town in the developing world. I think I would feel very fulfilled by splitting my medical practice between the U.S. and some developing countries.

For the neuroscience students who may want to take a different path outside of the science or graduate schools, any advice and any inspirational moments you would like to share?

Don’t be scared to try something new. I think that I would have been happy following the traditional “neurosciencey” path. But, I think I would have always questioned the “what if?”. Following something you’re genuinely interested in will teach you a lot about yourself. People love unique and wholesome life experience. Plus, in any future endeavors, I’m sure that the passion you put into that “less traditional” path will shine through.

Alumni Hightlights: The Path of MD-PhD by Jared Smith, 2015

Jared Smith (class of 2015) is a UNP alumnus who is currently in an MD/PhD. He can be contacted at jarasmit@iupui.edu if you have any questions.

Why did you decide to major in neuroscience?

"I had an interest in history, chemistry, biology, philosophy and psychology when I entered college freshman year. Until school started, I had never heard of the neuroscience major but when I met a couple neuroscience majors within the first couple days of school I realized that this major involved all my interests. At this point I was interested in thinking, memory, and emotion—neuroscience as a major seemed the best way to learning more about all these interests. Additionally, my interest in neuroscience mainly stemmed from my interest in philosophy; however, as I matured I realized that neuroscience would be a better area to pursue than philosophy as neuroscience would provide a better, more tangible avenue to test, create, and evaluate philosophies."

Has being part of UAB’s UNP helped you so far in your medical and graduate careers?

"I honestly don’t know if I would have been interested in research as much, if at all, without the UNP. The requirement to work in a lab starting in freshman year exposed me to that environment, and without that requirement, I don’t know if I would have worked in a lab. Without working in a lab I would not have developed my research ideas/interests and would not be on the MD/PhD path that I am now on."

What was the process of applying to MD/PhD programs like? Was the MCAT as scary as people make it out to be?

"The process of applying MD/PhD starts in undergrad. Although I did not shadow at all in college, I sought out leadership and lab opportunities such as being an SI leader for General Chemistry. I started doing research with Dr. Rita Cowell in the spring of freshman year and stayed in that lab through graduation. I also participated in a summer pre-MD/PhD program at The Ohio State University between my junior and senior years. When I was applying I was worried about my lack of shadowing; however, from attending conferences and talking to people involved in MD/PhD admissions, shadowing is helpful but is not as emphasized as applying MD-only. On the other hand, research experience is a must. In summary, I would highly recommend simply doing a couple things you really enjoy doing rather than doing a lot of activities a little. This will show in interviews and on your applications when asked to explain more about what you may have done.

Applying to MD/PhD programs was a bit intimidating at first due to the high selectivity of the programs; however, after meeting other people interested in the dual degree in summer MD/PhD summer programs, on the interview trail, and in research labs, I realized that I felt like this path would suit me better than pursuing either the PhD or the MD alone. To apply MD/PhD one needs to have substantial/enough research experience and have interests in both degrees. The average MD/PhD program is ~7.5 years so those interested must make sure that this is truly a path that the person wants to pursue.

I think what’s most important when applying (besides the obvious decent grades and MCAT) is having a good personal statement and good letters of recommendation. Everyone applying to MSTP programs is also competing against people in the general MD-only applicant pool for spots in a medical school class, so it is important to illustrate in your personal statement what makes you unique whether that’s difficult times you’ve been through or circumstances that really shaped you. I did not write a personal statement that showed all that I had done; instead, I wrote a personal statement detailing obstacles I had overcome. I think writing a personal statement that is more personal sets it apart from the typical “I’ve always wanted to be a doctor” or “I like to help people” essays that are very common, although genuine, themes. The same goes for letters of recommendation. Having a good letter writer who genuinely knows your strengths and weaknesses, and wants to see the best for you will be very evident to admissions committees and give more weight than a weak letter of recommendation (which may actually hurt you in some cases). I spent the majority of my time on my personal statement, I asked my letter writers months in advance, and submitted my AMCAS in a one-week span after I completed the MCAT at the end of September (not recommended).

The application for MD/PhD requires a couple more AMCAS essays than applying MD-only. On the AMCAS not only is there a personal statement for medical school, but those applying to MD/PhD programs also must complete a maximum 3,000 character “Why do you want to do MD/PhD” essay along with a 10,000 max character Research Statement essay where you detail what research you’ve done, your role in the project, what the outcome of the research was, any conferences you may have attended to present the research, and what you learned from the project that helped you develop as a person (specifically one interested in MD/PhD). Also, after submitting your primary AMCAS application, which sends your application out to all the schools you want, schools will send you secondary applications. Secondaries essentially want to know why you are particularly interested in a certain school and why they should pick you. These are like the MD-only application except that for some schools, applying MD/PhD requires you to not only apply to their medical school but also their graduate school as well. Therefore, the secondary will be longer because you will have graduate school essays to answer as well. The secondaries can get a little pricey, so be sure to keep that in mind.

I personally ended up applying to 4 MD/PhD/MSTP programs and 1 MD-only program. I honestly forgot to turn in one of the MD/PhD secondaries; however, I received interview offers at the other 3 programs and from the MD-only program. Compared to MD-only interview, some of the MD/PhD interviews were 3 days long where the first was for travel and meeting everyone and the second and third days were for interviewing with both graduate and medical school interviewers. Travel, meals, and housing at these interviews, at least where I applied, were covered by the programs I was applying to. Biggest advice for interviews: know your stuff, relax, and be yourself. No one knows your life, your experiences, and what you’ve done better than yourself.

I think the MCAT is what you make it. If you know yourself and maximize learning in your own way, I think it goes well, if not, then it won’t. But it is important to stay confident and practice preparing for the MCAT by taking practice tests to build up your “test day” stamina."

You’re currently an MS2. What’s a typical day in your life like? Are you currently doing any research, or will that wait until after you’ve finishes your second year of medical school?

"Currently? Step One prep as I have to take the exam in March. Right now we have block classes where we have a new class that starts and finishes within 6 weeks with exams every 2 weeks concluding with a final NBME exam at the end of the 6th week. I actually enjoy the blocks because they’re not too bad once you get into your rhythm and know how you learn best. Currently I have class (sometime mandatory, sometimes not) every morning from 8-12 and have every afternoon off to study or do whatever else I want to do. I stay active in intramural sports with other medical professional students and we play various sports a couple times of week, weather permitting. I personally aim to take Friday and Saturday off from studying to relax and enjoy time with my friends. As for research...I am not doing research during my MS2 year. As part of MD/PhD we are required to do lab rotations summer before MS1 and summer between MS1 and MS2 so that when we finish our Step One exam, we have our lab picked out and can start on our project. I just recently picked the lab to complete my PhD."

What’s been the best part of medical school so far? Is there anything in particular that you’re looking forward to?

"Patient exposure has been the best part for me. I did not do any shadowing in college and so getting the chance to work in the clinic as a medical student has been an invaluable experience. All the information you learn through college and medical school (i.e glycolysis enzymes, etc.) you actually get to see the real-life effect that lacking an important molecule, protein, or receptor can actually substantially affect health. Seeing that everything you’ve learned is not just book knowledge but something you can meet in the flesh shows you that all the information is important and valuable. I’m really looking forward to working the wards in third year after grad school; however, I’m really looking forward to grad school as well. Bringing all the clinical information I’ve absorbed since start of MS1 into grad school could help have a different perspective when it comes to my thesis and grad school work. I’m curious to see how it all shakes out myself."

What advice would you give to current neuroscience undergraduate students interested in applying to MD/PhD (or other MD dual degree) programs?

"With anything but particularly with MD/PhD, you need to be sure of yourself and that you truly want to walk the path you think/believe you do. Most importantly, that it is yourself, not others, for wanting to walk that particular path. MD/PhD is a longer program averaging about 7-8 years per individual. A lot of life can happen in that time. As most programs are setup, you start off with a med school class then transition to graduate school while those med school friends will graduate and move onto residency while you may be struggling with an experiment in your 2-3rd year of grad school. Then as you finish grad school you may lose contact with those grad school friends as you transition back to 3rd year of medical school and they transition to post doc positions. Meanwhile you’re in a new medical school class with people who have been together for the last 2 years of medical school, not to mention you may be a couple years older than these peers. It is imperative to know where you stand and have a good group of people around you whether that is family, friends, or whatever you may find support in.

It is a long path, but I wholeheartedly believe it is worth it. The experience and perspective you obtain is invaluable. 1% of all MDs are MD/PhD—otherwise known as unicorns. Not only are you the expert in a medical field, but you’re also a qualified expert in a research field. The combined expertise may allow the individual with the MD/PhD to see things a bit differently as that individual may have additional experience that the MD-only or PhD-only individual may not have. You meet a lot of great people on the journey and get the best of both the clinical and research worlds. And although you may end up making less than someone who simply does MD-only and follows the exact same career path due to that person getting in the workforce earlier, it does make it a little easier (at least for me) to not have to worry about money, tuition, or loans during this time since MSTP/ dual MD/PhD programs give stipends and cover graduate and medical school tuition.

P.S- be sure to know the difference between MSTP programs and dual MD/PhD programs. Although a MSTP is a dual MD/PhD program, the converse of that statement is not necessarily true. The reason this is important is that MSTP programs are NIH-funded and therefore medical tuition is covered. At some non-MSTP, dual MD/PhD programs an individual may end up paying for their medical tuition; yet, their graduate school will be covered."

Written by Jasmine Cunningham

Stress is Spooky and Drugs are Deathly: How to Stay Healthy this Halloween Season

Substance Abuse Prevention Month: 

A Poem

Drug abuse is a problem
That isn't always seen
So, I want to share some insight
On this spooky Halloween

October's been a time of fun,
Costumes, and jump scares
But one more thing went on this month
And you need to be aware

The main cause that I speak of
Is Substance Abuse Prevention
For a serious problem going on
That needs discussion and attention

Whether you think about this topic
Through public health or neuroscience
It's important to bring into the light
Through healthy conversations

I won't bore you with statistics
But I think you ought to know
Young adults are most affected
And that's how the story goes

As students go through school,
They can start to grow dependent
On substances that are within reach
Causing their minds to be more absent

Psychological effects can range
From anxiety and mood swings
To developing obsessive behaviors
And disorders of sleeping

Let's not forget the physical toll
That abusing various drugs
Can have on people's bodies
Including their heart and lungs

And then, in almost no time at all
The decisions in their lives
Are influenced by addiction
A bully in disguise

The ongoing abuse of illicit drugs,
Prescriptions, and OTCs
Makes recovery look like a daunting task
That seems too difficult to reach

But I'm here to provide some reassurance
And despite what people say,
To the individuals who are seeking help:
I promise it's not too late

If you or a loved one are suffering
And need a helping hand
Please use available resources
To find someone who understands

Whether it's a hotline
Or Student Health and Wellness
You are worth somebody's time
Please don’t feel like you are helpless

Have a healthy Halloween
Filled with ghouls and ghosts
But try to keep this information in mind
After October comes to a close.



Resources:
· Substance Abuse and Mental Health Services Administration 
o https://findtreatment.samhsa.gov/
1-800-662-HELP (4357)
· UAB Student Health and Wellness 
o https://www.uab.edu/students/health/
o (205) 934-3580 (to schedule an appointment) 
https://www.drugabuse.gov/publications/drugs-brains-behavior-science-addiction/drugs-brain

 You are getting ready to take an exam you spent the whole night studying for. You uneasily check the time and continue to review all of the material you don’t know as well, hoping something will stick with you. Before you know it, papers have been passed out and the exam has officially begun. Looking at that very first question, your mind blanks. Within seconds you feel uneasy. Your heart beat speeds up, and your blood pressure rises. Your palms get moist. You try your best to recall the information, but it seems like there is a disconnect between what you spent the past few hours studying and what is being asked of you in the question. This is the stress response, and everyone has felt this at some point in their lives. Many college students’ lives are filled with stress, and they spiral into despair as the semester goes on.  While a manageable amount of stress is beneficial because it can help people accomplish tasks more efficiently, chronic stress may not be a good thing.

Here are just a few of the scary side effects of stress….

1)     Disrupted sleep

2)     Hair Loss

3)     Digestive Problems and Weight Gain

4)     Skin Breakouts

5)     Weakened Immune System

6)     Depression

Chronic stress has a severely detrimental impact on one’s health, but it can be helped by just trying to relax. Popular relaxation methods include meditation, listening to music, talking to friends, or even exercising. So no matter what happens this Halloween, make sure you fight stress by taking some time to relax!

2018 Spring Class Highlight: Neuroscience of ethics+Ethics of neuroscience = Neuroethics

Class registration is tomorrow! If you elect to take Neuroethics, it will satisfy your bioethics requirement for the program (as it has in previous years). The course is also helpful in excelling in graduate school admissions tests, MCAT's CARS section, and medical school MMI interviews.

What did Dr. May say?

"This course addresses the following sorts of questions. Does unconscious neural activity determine our behavior prior to conscious awareness? Is a psychopath morally responsible if the behavior is the result of brain dysfunction? Is addiction a neurological compulsion? Which areas of the brain are involved in moral thought and action? Can neuroscientific technologies determine whether someone is lying? Should brain images be used as legal evidence? Is there something wrong with making oneself more ethical by altering one’s brain directly (e.g. via pills or deep brain stimulation)? Students in Neuroethics learn about such topics and evaluate arguments on different sides of the issues."

Dr. Josh May, Assistant Professor of Philosophy
http://www.joshdmay.com/

What did the students say?

 

"Under the current political climate, there are a lot of controversial arguments that have risen within the scientific world. But if you like to argue, how cool is it to argue like a philosopher and a neuroscientist? From philosophy and other humanities classes,  I learned to admit our own ignorance and turning questions into reminders. We can better present facts and make wiser decisions for ourselves and others through learning the right reasoning, logic, and thought process. Neuroethics was the most enjoyable, memorable, and useful course I have taken. I was heavily involved with in-class discussions, readings, and writings that required me to think, question, understand, and to learn from my peers. For example, my final 2,500-word paper allowed me to explore the issues that I cared about, which tied to my experiences and interests in disability advocacy, cultural identity, education, language, communication, technology, medicine, etc. There is still controversy when making scientific/medical decisions and public policies for the vulnerable groups, and even the entire population. Yet, this course helped me to develop a pair of clearer lenses to read the world, and to uphold ethically responsible approaches in my career."

Isabella Mak took this course in Spring 2016. She is the editor of this blog. You can find more about her in the "About" page.


"Neuroethics was one of the most unique, engaging, and challenging classes I have ever taken at UAB. Despite taking a host of neuroscience classes throughout undergrad and supplementing my degree with a few graduate public health courses, no class made me question myself or think as critically as Neuroethics. One of the most important things I learned in neuroethics is how different (often clashing) fields have to come together to answer neuroethical dilemmas. For example, my final paper for the course discussed whether psychopaths could be considered morally responsible (and legally responsible) for their decision making. I had to juggle: 1) implications of not punishing them on policy and the criminal justice system, 2) the neuroscience of psychopathy and whether psychopaths could understand the rules they were breaking, and even 3) morality and ethics surrounding punishment and rehabilitation. From this class, I gained a much wider worldview when thinking about how neuroscience research affects both policy and society. I hope to be involved in public health policy-making in the future and have a greater appreciation for the ethical nuance required in translating research into policy. This class will force you to step outside of your comfort zone and add some depth to your arguments. But in the end, it was absolutely worth it. Take a break from statistics, neuroanatomy, and sodium channels to explore this philosophical take on neuroscience! It will be well worth your time."

Mugdha Mokashi took this course in Spring 2017. She is the President of USGA, pursuing a fast-Track Masters of Public Health, a part of the Science and Technology Honors program. You can reach her at mmokashi@uab.edu


"In the midst of pre-med courses, Neuroethics was a nice change of pace. Neuroethics is taught by Dr. May who always brings some topic or concept which will have you thinking/second guessing yourself. In a nutshell, the course strives to do two things: look at ethics from a neuroscientific perspective and look at neuroscience from an ethical perspective. This leads to a host of questions such as should brain imaging be allowed in courts? Should we be held responsible for violence caused from implicit bias? Is it our moral obligation to use cognitive enhancements? These are just a few questions that Neuroethics challenged me to ponder. Not only is the course engaging, but the challenge it offers helps to augment anyone in the sciences. The various perspectives one learns to take can directly be applied to research or even medicine; specifically by teaching the student how to formulate questions to challenge a claim/problem. For this reason, I think this course is a great addition to one’s schedule and guarantee it will be a lot of fun. As the field of Neuroscience grows rapidly, Neuroethics will prepare students to question whatever new advancements Neuroscience offers."

JaVarus Humphries took this course in Spring 2017. He is the Co-Founder of Spreading Awareness, a Research Assistant in the Translational Research for Injury Prevention, and a part of the Science and Technology Honors Program. You can reach him at jaehan@uab.edu

Internships/fellowships:

http://www.bioethics.net/jobs/summer-research-internship-in-neuroethics/ 
https://my.clevelandclinic.org/departments/clinical-transformation/depts/ethics-humanities/neuroethics
http://www.bioethics.net/jobs/clinical-neuroethics-fellowship/ 

Further Education:
http://ethics.emory.edu/pillars/health_sciences/neuroethics.html
https://clinicalbioethics.georgetown.edu/neuroethicsprogram
https://case.edu/medicine/bioethics/
http://www.crb.uu.se/research/neuroethics/

Organizations:
https://www.braininitiative.nih.gov/about/neuroethics.htm
http://www.dana.org/news/neuroethics.aspx
https://neuroethicswomenleaders.com/links/

Edited by Nadia Anabtawi 

My Life in Norway: A Study Abroad Memoir by Remy Meir

In the spring of 2017 I decided to embark on a life-changing journey. I stuffed my

bags with winter clothes and jetted off to Oslo, Norway. I spent six months studying abroad at the University of Oslo and it was by far the most impactful experience of my college career. Not only was the country absolutely breathtaking, but also the people I met and the experiences we shared will not be easily forgotten. However, when I first arrived, I really had to work to adjust to Norwegian culture. They are a pretty reserved group of people. It took some time to break through the reserved shell that a lot of Norwegians have, but once you were in, you had a friend for life. The easiest way I found to make friends with locals was to get involved on campus and pick up hobbies that Norwegians love. There is a running joke that Norwegians are born with skis on their feet, however when I was there, I quickly learned this was not a joke. In order to blend in, I rented cross-country skis from my university and then spent most weekends and some days after class hitting the snow-covered hills behind my student village. I think that was one of my favorite parts of Norway, how perfectly intertwined the nature and cities were and how the people who lived there take full advantage of it.

Beyond my involvement in traditional Norwegian activities, I also got involved in a research lab on campus. Prior to leaving home, I reached out to a professor at the University of Oslo to ask if I could intern in her lab during my semester abroad. She was incredibly accommodating and welcomed me into her lab with open arms. I enjoyed working with her so much that I am trying to return to Norway to complete my research project. In order to do so I am applying for the Fulbright Scholarship. This scholarship would fully fund me to live in Norway for ten months in order to complete my research. If someone had asked me freshman year if I saw myself applying for Fulbright in the future I would have just laughed. However, now that I have built up so much support on my campus and had the experience of applying and winning Goldwater, I want to continue to push myself. I think that more students should try to apply for these awards because you never know how it will impact your life.

For me studying abroad was more than seeing the Northern Lights, learning to cross-country ski, or even working in a foreign research lab. It was about throwing myself into a new experience and figuring out how I could take advantage of all the opportunities at my fingertips. Completely submersing yourself in a different culture gives you a new perspective on the world and can help you see a clear path for your future. I can honestly say that all my friends that studied abroad would tell future students the same thing. We all came back with a new outlook on life that helped to shape the future we see ahead of us. If you are hesitant about studying abroad, throw that nervous energy away and head to the education abroad office. A student never comes back saying that they regret the time they lived in another country, students regret never taking that chance. Go out, learn something new, meet someone new, and take advantage of all life has to offer. 

Q&A:

1.    Describe your time at Norway and the enjoyable moments.

I studied abroad spring of 2017 at the University of Oslo in Norway. One of my favorite things about being in Europe was that I got to travel to Italy, Slovenia, Poland, Latvia, Lithuania, Sweden, and the Netherlands.  I also thoroughly enjoyed exploring Norway from the fjords to the Northern Lights; Norway had some of the most breathtaking nature I have ever experienced. I’m also a huge winter person so being able to cross-country ski almost every weekend was a ton of fun, and then as soon as it warmed up we traded in our skis for hiking boots.

     2. What were some of the shocks and challenges that you had to overcome?

One of the challenges I had to overcome was adapting to Norwegian culture. They are a pretty reserved group of people, so making friends was initially a challenge. However, once I started to get involved on campus and with different hobbies it was easy to create new friendships. I also developed a lot of close relationships with other international students helping me to gain a better perspective on the world as well as some of my closest friends. The only other thing that posed a real challenge was initially learning how to navigate public transportation. I have never lived in a city almost completely dependent on public transportation, so learning how to get around via bus and t-bane was a whole new world. However, once I figured it out, I absolutely loved it and coming back to the United States where I have to drive everywhere was a challenge.

3.   How did you get involved in research in Norway?

Prior to leaving the United States, I looked up professors in Norway who were doing similar research to my lab at UAB or their research was close to my interests. Once I found a professor I was interested in working with, I sent her an email about how I was planning to study abroad and would love the chance to intern in her lab. She was super accommodating and welcomed me into her lab with open arms. I loved getting a different research experience and in fact loved it so much that I am trying to return to Norway on the Fulbright Scholarship to complete my research.

4.   What are the differences of research done there compared with UAB or the US in general?

For me, it was a big change because I went from a basic research lab to a translational, human based lab. However, it worked to my advantage because they considered me an expert in animal models and I regularly had to give presentations on animal models of projects they were trying to figure out how to translate into a human model. It was a great experience to work on my scientific communication, especially with a crowd of people who didn’t have the same first language as me. They made a rule that during lab meetings everyone had to speak in English, which at first made me feel like a burden, but we all ended up having fun trying to communicate scientific ideas in different languages. They helped me learn some Norwegian and I helped them strengthen their English.

5.   Any advice to students who are thinking about studying abroad?

My advice to students who are thinking about studying abroad is to just do it! I work in the education abroad office now, and the students we see never regret taking the chance to live in a different country, students regret letting this chance pass them by. I also think that students should do plenty of research before they go so that they can take full advantage of the opportunities at their host university. I truly think getting involved in a research lab while I studied abroad enhanced my experience.

6.    How did your Goldwater and other experiences at UAB prepare you when you were abroad?

I actually won Goldwater while I was in Norway, so that was pretty exciting. I think that winning this award is what helps to fuel me to apply for further awards like Fulbright. I have built up so much support on UAB’s campus and now at UiO, that I just want to continue to push myself to see what I can achieve. I really think that students should challenge themselves to go after awards like these because you never know how much it will impact your life. Trust me, when I was a freshman I would have never thought that I would be standing here today a Goldwater Scholar, who just spent a semester in Norway, trying to apply to go abroad again. My biggest advice to students in general is to find something they are truly passionate about and then don’t let anything get in the way of their pursuit of that goal.

Remy Meir is a senior, an Honors College Ambassador, an Undergraduate Research Ambassador, co-founder of Pre-PhD Society, and the chief editor of the Inquiro undergraduate research journal. 
Contributed by Remy Meir                                 Edited by Jasmine Cunningham and Isabella Mak