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Science and the Crooked Path

Emily Schoerning is a benchtop researcher turned education specialist. Raised in a working-class family on a diet of Isaac Asimov, she decided she would become a scientist when she was nine years old. She stuck to her plan, defending her PhD thesis on her twenty-sixth birthday. However, it turns out that what you want as a child is not always what you want as an adult. Her career took her further and further from the lab, and closer and closer to people. Now, she serves as the Director of Educational Innovation at Anshe Emet, a large, progressive synagogue.

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Emily Schoerning

[su_boxbox title=”About” box_color=”#262733″]Dr. Schoerning is a benchtop researcher turned education specialist. Raised in a working-class family on a diet of Isaac Asimov, she decided she would become a scientist when she was nine years old. She stuck to her plan, defending her PhD thesis on her twenty-sixth birthday. However, it turns out that what you want as a child is not always what you want as an adult. Her career took her further and further from the lab, and closer and closer to people. Now, she serves as the Director of Educational Innovation at Anshe Emet, a large, progressive synagogue. Flesch Reading Ease score = 71.6ย [/su_boxbox]

[su_boxnote note_color=”#d9d8d6″]Story Key Points

  • It is okay to be happy.
  • The skills you develop in a PhD program are broadly transferrable.
  • Donโ€™t be afraid to be different.[/su_boxnote]

DOI

[dropcap]W[/dropcap]hen I was fourteen years old, I went away to school and started spending many hours a week doing bench work. In class, out of class, it didnโ€™t matter so much. The lab was where I wanted to be. It was peaceful, orderly, and I especially liked the way you could lay out an experiment that was replicable and clearly documented. With some discussion, it was possible for reasonable people to agree on what the results of these experiments signified. Reality could be nice and clean. By utilizing a wide variety of scales and measures, it was possible to verify that other peopleโ€™s experiences of the world were the same as your own.ย 

Dr. Emily Schoerning

I found that very soothing. The lab was my safe place for many years. Throughout my undergraduate studies, I spent at least twenty hours a week in the lab outside of class, and I went directly to graduate school afterwards. My dream was to help people by curing diseases. I had a knack for microbiology, and I knew how many people were still harmed and killed by infectious diseases every year. And so it seemed that this was a way in which I would be able to do some good.

But this is where I began to go off script. The more I learned in graduate school, the more I began to question my preconceived notions of how I could be a good and useful person. I began to understand what an astonishing proportion of current infectious disease deaths were not due to illnesses that needed better cures, but were due to illnesses which we lacked the collective will to prevent.

The research I was involved in was so tremendously expensive. The lab work I completed โ€“ involving the care and feeding of tissue cultures, infection studies, and imaging โ€“ ย cost hundreds of thousands of dollars. Every three-hundred-dollar bottle of fetal bovine serum I fed my cells could have fully vaccinated ten children. It could have put a child in a developing country through a year of school. The math didnโ€™t work out for me. I couldnโ€™t do it anymore. But I knew there was something I could do. Something that might produce more good for less money.

I could help people learn. When I stepped out of the lab and into the classroom during my graduate studies, it turned out that I was a good teacher. I started graduate school when I was twenty-one, which meant that I was younger than quite a few of my undergraduate students. I liked to talk with them. I admired the journeys that had brought them to college. And I found that I was failing quite a lot of them. I failed the same students who tend to fail out of college science courses all across America. Students from working-class class backgrounds, like mine, and students who did not grow up speaking English, and students of color. I felt that I was in a privileged position to understand why these students were struggling, because of how much they would talk with me.

That was what led me into education research. I began to develop inclusive language techniques that helped students learn. My studies looked at how teacher speech changes student speech, and how teachers can best talk to help their students learn. My techniques helped more of my students at Arizona State University pass their introductory classes, get good grades, and excel in their upper-level coursework.ย  I went on to refine my techniques and my understanding of teacher-student speech interactions at the University of Iowa.

At that point, I had left the bench pretty far behind, but I still thought of myself as an academic. I hoped to find a tenure-track job in science education research, but that wasnโ€™t how my life worked out. With my family situation, I couldnโ€™t do the kind of national search a tenure-track job requires. I needed to support my children. So I ended up taking a job at a non-profit: The National Center for Science Education.

Explore Next:  The Things I Can't Not Do

Many people find it hard to leave academia. They worked so long and hard to be in academia! What would it mean to their identity if they left? Would they still be a scientist? Could they still be a scientist? I wondered about these things. But it turned out that I used all my skills from graduate school in the context of my non-profit work. I had to design experiments, gather data, and perform analyses. I did academic writing and reviewed for journals. And I had the chance to apply the teaching and learning techniques Iโ€™d been developing to a huge new audience. In less than three years, I built a national network for informal, community-based science education. Working with my team, which included volunteers from all over the country, I was able to help to teach tens of thousands of people about topics like climate change. I worked to give people knowledge that was applicable to their lives, that was respectful, that was useful, and that would help them feel in control of their learning.

I felt like I did a great deal of good through that work. That work helped me to understand things in a new way, too. Which makes sense. Over the past ten years I had gone from spending most of my waking hours alone in a quiet lab to spending almost all of my time talking with people, learning from people, and teaching people. This made me think more and more about how our society makes decisions. How do we decide what is good? How often do we think about what is good? Too many of us have never had anyone help us ask these questions, let alone find answers to them.

Throughout my career I have been on a journey that has been full of unexpected turns and rich in meaning. In my work now, I help people to ask questions and find answers about what is good. What are good ways to live? What are good ways to contribute to the world? What kinds of things should we value? This is quite different from benchtop research! It certainly does not include the absolute clarity, replicability, or unity of experience that I found in my early years in the lab!

Yet, even in this very different context, I find that I am still using all the skills I have honed over the course of my career. I still think methodically, planning out new instructional techniques and approaches as experiments. I gather data, assess a variety of metrics, and study outcomes through several different lenses. I work to communicate my findings to many audiences. And I am always trying to learn something new.

My life today is very different from how I imagined it would be when I was a child. In part, this is because I have learned so many things I did not know when I was a child! The essence of science is not certainty, but the ability to learn from the evidence we encounter; to let our ideas change and grow. Even if you donโ€™t end up following a conventional path, a good scientific education teaches you so many valuable skills. These skills can help you to determine what will make your life good. When we experiment at the bench, we often find that things donโ€™t work out as we hoped. This is not always because we have made a mistake. More often than not, it is because we need to change what we are doing in some way. The gutsy flexibility required in successful lab work is a great skill to bring into daily living. Although I walked a different path than I thought I would, my work in and love for science gave me the tools that helped me find the right path for me. ย 

Cover Image from Pixabay | CC0 Creative Commons

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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 Masterโ€™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 โ€œFrequent spindle errors require structural rearrangement to complete meiosis in Zea maysโ€ 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 โ€ฆ 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.

Explore Next:  My Kaleidoscopic Journey in Science

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 experimentsโ€ฆ. 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):4293โ€“4312.

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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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