I am a Neuroscientist in Training: Explore My Developing Neural Story

Christopher Reid

[su_boxbox title=”About”]Chris is a graduate student in the Program in Neuroscience at Harvard University in the lab of Dr. Corey Harwell. His research analyzes how progenitor cells in the neuroepithelium of the septum give rise to neural diversity in the mature septal nuclei (in the rostral forebrain). Specifically, he is using a combination of intersectional genetics and retroviral lineage tracing to map the relationships between different neurons and their progenitor origins. Chris was previously an undergraduate at the City College, New York.[/su_boxbox]

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Key Points

• Results matter but don’t overlook the journey.
• Mentorship really matters.
• Be patient.[/su_boxnote]

[dropcap]E[/dropcap]ven as a child it always bothered me that we know so much more about other properties of our world than our own selves. How is it, that I can tell you the orbital relationship of planets in the Andromeda galaxy 2.5 million light years away, but not the neural connections that made me even write this sentence? Nonetheless, what was once a source of irritation was repurposed into inspiration and curiosity. Although a bit far from understanding human purpose, I have gained an appreciation for the uniqueness, complexity, and capability of mankind. This has molded my philosophy of learning not to abstain from, yet instead understand the factors beyond my comprehension. This is a belief that has been expanded to all aspects of my life, pushing me to find answers to questions that have yet to be asked. Throughout my research experiences (which I discuss below), I have sought to channel my scientific curiosity into the field of neuroscience, and by utilizing multiple biological disciplines, help unravel the obscure nature of human behavior and reasoning.

Chris Reid

My interest in neuroscience started under the guidance of Dr. Sarah Laszlo, during an eight-week summer program at Binghamton University. Dr. Laszlo’s Brain and Machine lab uses electrophysiology and computational modeling to understand how the brain learns to read. By recording a participant’s response to ambiguous acronyms (U.P.S vs UPS), alongside brainwave activity, we constructed computational models for learning. My immediate role was to prepare the recording electroencephalogram on participants, and analyze the data collected. Though simple, these tasks taught me how to think critically as well as comfort human participants of all ages. Using MATLAB, I analyzed several factors that outlined how the brain deals with ambiguity. This information was then used in future work to build computer models that emulate the brain in solving equivocal stimuli. Aside from my main tasks, it was the first time I learned to be a part of a laboratory team. This included learning to work with and under individuals to form a collective system.

At the City College of New York, I joined the lab of Dr. Christine Li, an academic researcher who uses a genetic approach to understand the function of FMRF-amide like neuropeptides (FLPs) in C. elegans. Here, I gained experience in understanding neurological processes from a genetic and molecular approach. Working with twenty-one different alleles and transgenic lines for the flp-1 gene, I compared several phenotypic characteristics to understand the function of the encoded neuropeptides. With a combination of alleles containing deletions or over-expressions of flp-1, I constructed specific assays in which locomotive characteristics could be scored. Understanding locomotion was essential, because the overall goal was to determine whether the neuropeptides could serve as a potential target for novel drugs against parasitic worms. My data depicted a trend showing that the neuropeptides affected locomotion, suggesting that they could serve as a drug target. Unfortunately, the parameters I analyzed did not show significant quantitative differences between mutant and wild-type strains, which at first felt disheartening, but it taught me the value of patience and perseverance in the scientific field. I learned that acceptance of unforeseen results is essential for becoming an astute scientist. Aside from that, the joy of conducting the research itself was more satisfying than solely acquiring results.

Through the Maximizing Access to Research Careers (MARC) program, I was allowed to present my research beyond local meetings to the national Annual Biomedical Research Conference for Minority Students (ABRCMS) conference. Being awarded first prize for my presentation in neuroscience demonstrated my ability to convey my research clearly. Through networking different opportunities with academic peers, I learned about the Leadership Alliance and I ultimately got accepted into the Molecules, Cells, and Organisms Summer Research Opportunities at Harvard (SROH) Internship Program. Under the mentorship of Dr. Susan Mango in the Department of Molecular and Cellular Biology at Harvard University, I studied the regulatory mechanisms of higher order chromatin structure in C. elegans embryos as an undergraduate intern. Previous work had identified the necessity of a regulatory protein called MET-2, which chemically modifies histones to allow for changes in gene expression and DNA organization. Using biochemical techniques, we found several proteins that may physically interact with MET-2. Through confocal microscopy, I quantified MET-2 localization in mutants lacking these interacting proteins, and helped identify a mutant that severely decreased MET-2 expression. Specific time sensitive experiments required my attention at all different hours, nights and weekends included, showing that research is not a typical 9-5 job. Even though time consuming, I always viewed it as a satisfaction, rather than a sacrifice. I proudly presented this work at the National Leadership Alliance symposium, which unlike previous presentations, included an audience from non- scientific backgrounds. This meant learning how to present scientific research so that people from a spectrum of academic backgrounds could understand.

My experiences have taught me that there are no communities or groups of individuals that lack scientific potential.

I believe the most successful breakthroughs are attained when an array of different demographic and academic backgrounds come together for a common cause. For the future betterment of scientific achievement, this belief must be present in the new and current generations of scientists. Coming from one of the most diverse colleges in the country, I have both witnessed and contributed to the success of such an ideology.

In my first year in graduate school, I participated in the Harvard Health Professions Recruitment and Exposure Program (HPREP) on campus; a program designed to teach high-school students from low socioeconomic communities about science and medicine. I helped organize various lectures and even taught the neuroscience lecture. Additionally, I worked as a mentor for some of the students, helping them prepare their college applications. In the summer of 2018, I also participated in two other mentorship programs: the Harvard Leadership Alliance, and the Harvard Native American high-school summer program. Being able to help give back to the Leadership Alliance was a humbling experience, and fortuitously I got to mentor an undergrad from City College. The Harvard Native American high-school summer program gave students from Western Native American reservations a chance to study at Harvard Medical School. Much like HPREP, I provided information about the college application process and helped the students develop skills necessary to succeed in college. Although these students came from a cultural background that I was unfamiliar with, I saw the same untapped potential in them that exists in other communities that lack academic resources and outreach.

My parents never finished college, so I know how privileged I am to study at a renowned institution like Harvard. Although I never saw becoming a scientist as a possibility, I now understand I have always had the curiosity, creativity, and determination to become one. I hope to establish myself as a leading academic neuroscientist, and I understand this will not an easy path. Nevertheless, I believe part of being a scientist means accepting challenges and continuously problem solving. As I build my academic career, I hope to also lead organizations or programs designed to bridge the gaps between academia, industry, and the general public.

Scientific discovery and engineering have progressed rapidly in recent years, and as the field continues to grow, it’s important to involve all members of society to make ethically conscious decisions. As a young scientist, I believe it is our responsibility to reach out to all communities, so they can provide informed input about the direction of research, which is largely supported by public funds. Outreach to a range of diverse communities increases the probability that individuals from these environments will become involved in the science themselves, providing diverse perspectives to current and future problems. My experiences have taught me that there are no communities or groups of individuals that lack scientific potential. 

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