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The Journey Never Ends

Heather Metallides: I felt a great sense of pride that although I was told I couldn’t “do science,” I did it. Not only did I do it, but I did it well.  

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Heather Metallides

[su_boxbox title=”About”]Heather Metallides is the Director of Science and Health Education for the Waltham Public Schools. She completed her undergraduate studies at Northeastern University in Boston and her Master’s in Education at Cambridge College. She has three boys ages 16, 14 and 11. The cover image is by Johannes Plenio from Pixabay. [/su_boxbox]

[su_boxnote note_color=”#c8c8c8″]Key Story Points:

  • Your path is never defined.
  • You can always change what you want to be when you “grow up.”[/su_boxnote]

[dropcap]M[/dropcap]y path has been a bit nontraditional and has certainly taken twists and turns but I wouldn’t change a thing because it has helped shape me into the person that I am today. I realized early on that you are not stuck with one path in life and that path can have many detours, but you can always reinvent yourself, further your education, and pursue your passion.

Heather Metallides, M.Ed

Recently, my son asked me: “Mom, what was your dream job when you were my age?”  My son is eleven years old and very curious about people and the world around him. I had to stop and think for a minute. Really think back to being eleven. I shared a story of our neighbor delivering her old high heels for my sisters and I to play with. I recall being so excited to wear the high heels that I quickly put them on so my sisters couldn’t use them.  I pretended to be a teacher walking around in the high heels and teaching my “class” while using the chalkboard and old books in our basement.  I got lost in an imaginary world but looking back, I suppose that was the first time I felt a passion for what I wanted to do in life.

I would soon abandon that imaginary world and try to figure out what I wanted to be when I “grew up” as I applied to colleges in my senior year.  Unfortunately, the driver for my decision was centered around comments made to me by my high school chemistry teacher.  She told me that I should never “do science” because “it’s going in one ear and out the other ear”.  As much as I tried to not let this teacher and her words affect me, it actually shaped a major life decision.  Instead of applying to schools for nursing or medicine – two areas I thought I wanted to pursue – I avoided those areas and applied for Health Policy and Management at Providence College. I got in with early acceptance and thought I was happy. 

I was back to square one. Many feelings hit me that year; anger that I let someone define my path; sadness that she was my teacher and …

While taking classes at Providence, I quickly realized that this major was not for me and that I really wanted a science degree that would lead me to the medical field.  This was a very difficult decision at eighteen years old because now I was visiting schools and applying to schools again. I was back to square one. Many feelings hit me that year; anger that I let someone define my path; sadness that she was my teacher and didn’t support me; and scared that if I changed my major I wouldn’t succeed. Despite all of those feelings and emotions, I bravely made the switch from a college with four thousand students to a university with over thirteen thousand students. Ultimately, I pursued my love for science and health as a Cardiopulmonary Science major and Respiratory Therapy minor at Northeastern University in Boston. I graduated with honors and obtained one of the top jobs in Boston at a teaching hospital. I felt a great sense of pride that although I was told I couldn’t “do science,” I did it. Not only did I do it, but I did it well.  

In my new role, I was expected to be a preceptor to Northeastern students in their quest to become Respiratory Therapists.  In addition, we were expected to support in-service training to medical students related to bronchoscopy procedures and mechanical ventilation. The interns and students would share with me that they finally understood what they were learning in school while training with me.  It was then that I realized, I was meant to be a teacher. 

What I knew at eleven years old and had been abandoned for many years, came around full circle at twenty-four years old when I decided to get my Masters in Education and become a high school health and science teacher. This decision was not taken lightly.  I spent five years on a journey to become a Respiratory Therapist at a top teaching hospital in Boston and here I was thinking of changing my career. I didn’t want to disappoint my parents that stood by me.  I didn’t want to disappoint my professors that believed in me. However, I knew that teaching was my passion.

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I continued to practice Respiratory Therapy per diem but my love and passion was in the classroom where I spent twelve years loving my job. I created curriculum and courses that blended my science, health and medical background to help students explore the human body systems, diseases and disorders that impacted those systems and the medical specialists involved in their care. I loved using my real-world experience as a Respiratory Therapist and bringing that experience into the classroom to help students understand science and health and inspire them to be a science or health professional. In fact, many of my students went on to be nurses, doctors, physical therapists, occupational therapists, physician assistants, dentists, radiology technicians and more.  It was one of the most rewarding careers I have ever had and yet, I still felt a need to push myself further and reinvent myself.  

After twelve years in the classroom, I was promoted to the position of Director of Health and Science for grades 6-12 in the district that I dedicated myself to. I am not going to lie; my heart broke a little when I left room 316. However, I quickly realized that even though I was not directly working with students, I was getting to support teachers so that they could support their students and that felt great. It is through this role that I have been able to blend my science education, my medical field experience and my love for health and wellness into one role.

I have been able to collaborate with Brandeis University and the Materials Research Science and Engineering Centers (MRSEC). Through this collaboration, we have developed an annual teacher professional development day where my science and health teachers are paired with a scientist to visit their lab, collaborate on a lesson plan and ultimately, the scientists visit their classrooms throughout the school year to deliver hands on authentic science lessons to our students.  Through our Brandeis Partnership, we also host monthly Science Pizza Talks. Scientists from diverse backgrounds speak to our students about their “science story” to inspire our youth and break down the walls of what a stereotypical scientist is.  

In addition to my partnership with Brandeis, I have a longstanding partnership with Boston College’s Innovation in Urban Science Education lab. They too have provided professional development to my science team, and grant funding to run Robotics Camps, STEM Camps, Hydroponics camps, after school STEM programs, project-based learning units that have students designing smart and sustainable greenhouses and lunch coolers using the Lemelson-MIT JV Inven team curriculum.

Through my health and wellness role, I have been able to create a comprehensive health and wellness curriculum for middle school and high school, run an annual Children’s Hospital Blood drive, organize a Teens on Tanning awareness campaign, host a Melanoma Foundation 5K and partner with over thirty health and wellness organizations that come to Waltham High School for our annual Health and Wellness Fair. This fair brings relevant, valid and reliable health and wellness information and opportunities to our students and staff in a safe, fun and supportive environment.  Through these experiences many of our students are inspired to help others with their health and wellness by becoming medical professionals who ultimately also study science.

I have the privilege of working with the most talented secondary science and health teachers who inspire me each day. I also have the privilege of growing programs to support and inspire our youth to become young scientists, medical professionals, and allied health professionals.  When I share my story of the chemistry teacher that was a detour in my journey, it always ends with reminding people that your path is never defined and that you can always change what you want to be when you “grow up” despite detours, challenges and obstacles.  Education is where the future is and I am so happy to be a part of it. 

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CivicSciTimes - Stories in Science

Unexpected Stories and Spindle Mistakes: Discovering that Wild-type Cells are Full of Surprises

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Natalie Nannas

Natalie Nannas is an Associate Professor of Biology at Hamilton College in Clinton, NY. She teaches courses in genetics, molecular biology, and bioethics. Dr. Nannas graduated from Grinnell College with bachelor’s degrees in biological chemistry and French. She received her Master’s and PhD from Harvard University in molecular biology and genetics. Dr. Nannas conducted her postdoctoral research at the University of Georgia where she won a National Science Foundation Plant Genome Postdoctoral Fellowship. At Hamilton College, Dr. Nannas enjoys teaching and sharing her passion for microscopy with her undergraduate research students. When not glued to a microscope, she loves spending time with her husband and two daughters. The narrative below by Natalie Nannas captures the human stories behind the science from a 2022 paper titled “Frequent spindle errors require structural rearrangement to complete meiosis in Zea mays” which was published by her group in 2022 in the International Journal of Molecular Sciences.

Science never works out the way we plan. As scientists, we ask questions, hypothesize and outline our goals … then reality of science occurs. The reality of science is often full of failed controls, endless troubleshooting, and sometimes strange findings that lead us in new and unpredictable directions. Our publications give the impression that we planned these scientific journeys from the beginning and do not tell the human side of the process with all of its twists and turns, dead-ends and U-turns. I want to tell you the real story behind my first publication as a faculty member with my own lab. It did not go as planned due to the COVID-19 pandemic. My lab was shut down in the middle of our investigation, and my students and I were unable to generate new data. In the beginning, it seemed like we were stranded with only control data and no story to tell, but the time away from the lab allowed us to spend more time looking carefully at wild-type cells. What seemed like a dead-end suddenly became its own story when we found something unexpected hiding within microscopy movies. Our wild-type cells were making mistakes, attempting fixes and changing directions, just like we do as scientists.

My scientific journey began with flickering green lights and a microscope (you can read more about it here). As an undergraduate, I was mesmerized by the beauty of watching living cells shuffle fluorescently labeled proteins throughout their cytoplasm. I followed this passion for microscopy into my doctoral dissertation research at Harvard University where I investigated how yeast cells build the machinery needed to pull their chromosomes apart. This machinery is a dynamic collection of long protein tubes called microtubules and other organizing proteins that help move and shuffle microtubules. I loved watching the delicate dance of chromosomes interacting with microtubules of the spindle, and I wanted to continue studying this process in my postdoctoral studies.

During postdoctoral studies at the University of Georgia, I won a fellowship from the National Science Foundation to develop a new technique in microscopy. No one had ever watched plants building their spindles in meiosis, the specialized cell division that produces egg and sperm. Other scientists had performed beautiful microscopy studies observing how mitotic spindles function inside of plant cells, but due to the technical challenges, no one had ever observed live plant cells building spindles in meiosis. I was thrilled to take on this challenge by using version of maize that had fluorescently labeled tubulin, the protein that makes up microtubules of the spindle. With this line of maize, spindles would glow fluorescent green, allowing me to image if only I could extract the meiotic cells.

Dr. Natalie Nannas

We were so busy collecting data and prepping for our mutant studies that we never really took time to analyze the wild-type cells.

After almost a year spent dissecting maize plants, I finally managed to develop a method to isolate these tiny cells and keep them alive in a growth media long enough to image them. This new method of live imaging was going to serve as the foundation of my new lab at Hamilton College, a primarily undergraduate institution. With my students, I planned to investigate the pathways governed spindle assembly. Most animal mitotic cells have a structure called a centrosome that dictates how spindles are formed; however, female animal meiotic cells lack these structures and must use other pathways to direct spindle assembly. Plants also lack centrosomes, and I wanted to inhibit these known animal pathways in our plant live imaging system.

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As I set up my lab, my students and I collected live movies of wild-type maize cells building their spindles. I told my students and myself that these movies were not the main event, they were just the control cells so we would have a baseline comparison for our experimental conditions. We were so busy collecting data and prepping for our mutant studies that we never really took the time to analyze the wild-type cells. At the surface level, they built spindles and segregated chromosomes in a generally expected amount of time, so we focused on preparing for our upcoming experiments…. then March 2020 occurred.

The pandemic forced us to slow down and look more carefully at our wild-type data, and I am grateful for the detour.

My students headed home for spring break with a warning that there may be a delay in coming back to campus due to the spread of COVID-19. None of us were prepared for the shutdown that followed. Like many colleges and universities, our campus was closed for the remainder of the spring 2020 semester and the summer of 2020. My students and I began meeting on Zoom, trying to make a new plan for our research. The only data we had to work with were the microscopy of wild-type maize cells, so we decided to spend time digging more deeply into these movies. Originally, we had only measured the total time it took to build a spindle as it would be a baseline for comparison to our mutants. We had not looked carefully at any of the intermediate time points in the assembly process. When my students looked more closely at our movies, they discovered that wild-type cells built an incorrectly shaped spindle over 60% of the time!

We found that maize meiotic cells often built spindles with three poles instead of two, and they had to actively rearrange their spindle structure to correct this mistake. We also found that in these cells, there was a delay in meiosis as cells refused to progress until this correction had been made. This is an exciting discovery as it showed that plants are error-prone in their spindle assembly, much like human female meiotic cells. Our findings also suggested that meiotic cells were monitoring their spindle shape when determining if they should move forward in meiosis. Previous work has shown that cells monitor the attachment of chromosomes to the spindle to make this decision, but our work adds a new dimension, showing that they also monitor spindle shape. As we continued to analyze our videos, we also learned that cells corrected their spindle morphology in a predictable way. They always collapsed the two poles that were closest together, creating a single pole and resulting in a correct bipolar spindle.

The image shows the first page of the paper which can be accessed here.

My students and I had begun our scientific journey planning to breeze over wild-type cells, moving on to what we envisioned would be a more exciting story of spindle mutants. The pandemic forced us to slow down and look more carefully at our wild-type data, and I am grateful for the detour. I rediscovered my love of closely watching flickering green fluorescent lights, the dance of microtubules sliding into place or making missteps and shuffling into new arrangements. Watching life attempt a complicated process, make mistakes, and try again, is a lesson that never grows old. It reminds me that our scientific journeys are just the same, they start in one direction but are fluid and constantly changing, and hopefully, they end with a functional spindle!

Read the Published Paper

Weiss, J.D., McVey, S.L., Stinebaugh, S.E., Sullivan, C.F., Dawe, R.K., and N.J. Nannas. 2022. Frequent spindle errors require structural rearrangement to complete meiosis in Zea maysInternational Journal of Molecular Sciences, 23 (8):4293–4312.

ABOUT: Stories in Science is a special series on the Civic Science Times. The main aim is to document the first-hand accounts of the human stories behind the science being published by scientists around the world. Such stories are an important element behind the civic nature of science.

SUBMISSION: Click here to access the story guidelines and submission portal. Please note that not all stories are accepted for publication. After submission, we will let you know whether we have selected the story for the review process.

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