Competitors in Semifinal Round 3 enjoy a laugh as they take questions from the audience. Credit: Patricia Marroquin

The 2015 Grad Slam Semifinal Round 3 was held on Wednesday afternoon in the Engineering Science Building. Eight competitors came, only four moved on to the finals. Be sure to read to the very end for an exciting twist in this Semifinal round!

Presenting in Semifinal Round 3 were, clockwise from left, Mary Toothman, Ashley Sanford, and Jamie Booth. Credit: Patricia MarroquinHere are the noble contenders and their provocative topics.

• Jamie Booth, Mechanical Engineering: “Gecko-Inspired Adhesive Materials.” Jamie's research investigates the adhesive properties of the toes of geckos in order replicate the structure that generates intimate contact with almost any surface. Jamie is working to take the insights gained from micro-scale replications of these adhesive properties and address macro-scale problems of implementation.
• Selvi Ersoy, Molecular, Cellular, and Developmental Biology: “Killing Me Softly with Antibiotics.” Selvi's presentation showcased the problems with current protocols in antibiotic efficacy testing. She compared lab test environments (in which antibiotics are tested in a lab broth akin to a Caesar's Palace buffet) to actual physiological environments (in which antibiotics face immunity systems that rival the tenacity of Mr. T) in order to show that scientists have been determining antibiotic dosing all wrong.
• Graduate Division Associate Dean Karen Myers goes over procedures with the Semifinal Round 3 judges, who include Santa Barbara Mayor Helene Schneider, foreground. Credit: Patricia MarroquinMatthew Gebbie, Materials: “Simplifying Nature's Invention: Engineering Mussel Proteins into Biomedical Glues." Matthew's research takes inspiration from the way that mussels adhere to surfaces in aqueous environments as the basis for developing simplified versions of these adhesives in order to produce more positive and less traumatic outcomes in orthopedic surgery.
• Daniel Hieber, Linguistics: “Renaissance on the Bayou: Reviving the Chitimacha Language.” Daniel is working with language documentation material recorded over 70 years ago in order to revive the Chitimacha language in Louisiana.
• Celeste Pilegard, Psychological and Brain Sciences: “What Can We Learn From Video Games?” Celeste's research is investigating how to transform highly motivated types of learning in video game environments into long-lasting and meaningful learning using reflective techniques.
• Associate Dean Karen Myers congratulates Selvi Ersoy. Credit: Patricia MarroquinAshley Sanford, Counseling, Clinical, and School Psychology: “The Science of Meaning-Making.” Ashley's talk presented the other side of the post-traumatic stress coin: post-traumatic growth. She is researching how people make sense of traumatic experiences and are ultimately able to grow and learn from those experiences.
• Erik Spickard, Molecular, Cellular, and Developmental Biology: “Gonads to Guts: Reprogramming an Organ in the Nematode C. elegans.” Erik is trying to figure out why a little worm's gonad turned into a second gut when a particular gene was turned on in the worm. He believes that this process of changing one organ into another (or "transorganogenesis") could revolutionize the way that doctors treat failing or dysfunctional organs in humans.
• Mary Toothman, Ecology, Evolution, and Marine Biology: “In the Water or in the Genes? What Makes an Infectious Disease Deadly (or Not)?" Mary's research investigates the influence of both genetics and physical environments in determining the fatality of a particular type of fungus in frogs.

After deliberating, the judges selected four presenters to compete in the Grad Slam Final Round this Friday, April 17, at 3 p.m. in Corwin Pavilion. Not only that, each of the advancing presenters gets a $200 cash prize!

And the Semifinal Round 3 winners are ...

Selvi Ersoy

Matthew Gebbie

Erik Spickard

Celeste Pilegard*

Well done to all!

Shawn's Superlatives:

Erik Spickard explains "transorganogenesis." Credit: Patricia MarroquinBest Accent: Jamie Booth

Best Grey's Anatomy Moment: Matthew Gebbie (showing an orthoscopic image from his own shoulder surgery)

Best Use of a Foreign Language: Daniel Hieber (Chitimacha)

Best Marrying of Nature and Nurture: Mary Toothman

Most Optimistic: Celeste Pilegard ("Video games might have a place in the classroom of the future!")

Most Inspirational: Ashley Sanford ("The tree with the deepest roots is the last to go down in a storm.")

Most Imperative: Selvi Ersoy ("What you don't know CAN kill you.")

Daniel Hieber was chosen to advance to the Final round when Celeste Pilegard withdrew due to a previous commitment. Credit: Patricia MarroquinLongest Word: Eric Spickard ("Transorganogenesis")

* Plot Twist!

Due to a previous commitment to present her research at a conference this Friday, Celeste Pilegard withdrew from participation in the Grad Slam Final Round. As a result, the competitor with the next-highest score from both of the judges' semifinal rounds (which occurred Monday and today) was selected to replace Celeste in the Finals.

And that competitor is ...

Daniel Hieber!

The winners of Semifinal Round 3 are, from left, Matthew Gebbie (Materials); Celeste Pilegard (Psychological and Brain Sciences); Selvi Ersoy (Molecular, Cellular, and Developmental Biology); and Erik Spickard (Molecular, Cellular, and Developmental Biology). Celeste is unable to advance to the Finals due to a previous commitment, so Daniel Hieber (Linguistics) will join Selvi, Matthew, and Erik at the Finals on Friday. Credit: Patricia Marroquin

The 10 finalists were acknowledged by the audience and Graduate Division Dean Carol Genetti before they took questions. Credit: Patricia Marroquin

Winning logo design by Lennon Grinta

At last we've arrived at the Final Round for UCSB 2015 Grad Slam. It's been a long, weary road to the Finals and lots of tears were shed on the way, mostly mine. If you weren't one of the hundreds in attendance at Corwin Pavilion on Friday afternoon to bear witness, this is what went down.

The UCSB Final round featured 10 winners from the Semifinal rounds vying for vast sums of money, bragging rights, and the right to represent UCSB at the UC Campuswide Grad Slam Final in Oakland on May 4. The finalist hopefuls entered the room, looking their best, hoping to grasp the blue ribbon of greatness, but only one left the room with the Grand Prize and a date for future glory. While only one became UCSB's Champion, all were winners. The finalists were surprised to learn that each would receive a free speaker from sponsor Sonos. Other corporate sponsors this year were Yardi, which provided the $5,000 Grand Prize, and QAD.

There was a packed crowd in Corwin Pavilion for the Finals. Credit: Patricia MarroquinHere are the 10 finalists and their far-reaching topics.

• Sarah Abdul-Wajid,Molecular, Cellular, and Developmental Biology: “Using Sea Squirts to Find New Genetic Factors Controlling Birth Defects.” Sarah's research on sea squirts will help prevent a birth defect that affects one in 1,000 human babies. Her detailed slides provided audience members with images of what she sees under her microscope.
• David Copp, Mechanical Engineering: “Closing the Loop: Engineering an Artificial Pancreas." David's research will help regulate blood glucose to aid diabetes patients. His mathematical algorithms can run continuous glucose sensors more effectively, and one day may help run an artificial pancreas.
• The ribbons, glass trophy, and Sonos speakers are displayed onstage. Credit: Patricia MarroquinSelvi Ersoy, Molecular, Cellular, and Developmental Biology: “Killing Me Softly with Antibiotics.” Selvi's presentation showcased the problems with current protocols in antibiotic efficacy testing. She compared lab test environments (in which antibiotics are tested in a lab broth akin to a Caesar's Palace buffet) to actual physiological environments (in which antibiotics face immunity systems that rival the tenacity of Mr. T) in order to show that scientists have been determining antibiotic dosing all wrong.
• Matthew Gebbie, Materials: “Simplifying Nature's Invention: Engineering Mussel Proteins into Biomedical Glues." Matthew's research takes inspiration from the way that mussels adhere to surfaces in aqueous environments as the basis for developing simplified versions of these adhesives in order to produce more positive and less traumatic outcomes in orthopedic surgery.
• Abel Gustafson, Communication: “Predicting Election Outcomes Using Wikipedia.” Abel demonstrated how the communication patterns of Internet users using sites such as Wikipedia can predict the outcome of United States political elections with greater accuracy than the traditional prediction models that are made from public opinion polls.
• Daniel Hieber, Linguistics: “Renaissance on the Bayou: Reviving the Chitimacha Language.” Daniel is working with language documentation material recorded over 70 years ago in order to revive the Chitimacha language in Louisiana, to write a dictionary, and even create Rosetta Stone style software.
• Lakshmanan Nataraj, Electrical and Computer Engineering: “Photographing Computer Programs to Identify Malicious Software.” Lakshmanan wants to stop malware. His research looked at computer programs in a completely different way: as digital photographs. His programs looked for patterns in these images, similar to how we would look for patterns in our daily photos, and then trained a system using Artificial Intelligence to identify malicious software programs.
• Jessica Perkins, Bren School of Environmental Science and Management: “Life Cycle Assessment: There's More to the Story.” In a courageous move, Jessica turned off the PowerPoint slide projector and asked us to focus on the ballpoint pen in her hand. She encouraged us to think of all  the depleted resources, carbon emissions, and waste created in the making of this simple pen. Her life-cycle assessment research can help identify the unintended consequences of our materials and manufacturing decisions. "I could have told you about the projector, but we probably would have been here until the morning."
• Erik Spickard, Molecular, Cellular, and Developmental Biology: “Gonads to Guts: Reprogramming an Organ in the Nematode C. elegans.” Erik is trying to figure out why a little worm's gonad turned into a second gut when a particular gene was turned on in the worm. He believes that this process of changing one organ into another (or "transorganogenesis") could revolutionize the way that doctors treat failing or dysfunctional organs in humans.
• Yan Wencheng, History of Art and Architecture: “Writing Modernity: Constructing a History of Chinese Architecture, 1920-1949.” Wencheng explained that although demolition comprises the majority of current Chinese urban architecture, there is no vocabulary to describe the process. She seeks to help shape the new vocabulary of modern Chinese architecture for architects, art historians, and others.

After a suspense-filled deliberation, the judges crowned one UCSB grad student Champion for the 2015 Grad Slam and the right to fight on for UCSB glory, while also acknowledging two other students as Runners-Up.

And the UCSB 2015 Grad Slam Champion and winner of $5,000 is ...

Daniel Hieber

And the Runners-Up are ...

Abel Gustafson

Jessica Perkins

The winners of the 2015 UCSB Grad Slam: Champion Daniel Hieber (Linguistics), center; and Runners-Up Abel Gustafson (Communication) and Jessica Perkins (Bren). Credit: Patricia Marroquin

Kyle's Kudos

The winners congratulate one another while Dr. Tania Israel applauds. Credit: Patricia MarroquinBest Algorithm: David Copp (Artificial Pancreas)

Best Attention Getter: Selvi Ersoy (Is your doctor killing you?)

Best Kim Kardashian Reference: Sarah Abdul-Wajid ("You can watch it live, just like reality TV.")

Best Visuals: Yan Wencheng (Construction Destruction)

Kafka Award: Erik Spickard ("Have you ever lain in bed worrying that your lung turned into a kidney?")

Man on A Mission: Lakshmanan Nataraj ("We want to send a message to the evil hackers!")

Mr. Big Data: Abel Gustafson ("Just like undergraduates who were in need of an answer, we turned to Wikipedia.")

The seats were marked with the finalists' names. Credit: Patricia MarroquinPen is Mightier than the Slide Award: Jessica Perkins (Bic pen)

Rico Suave Award: Daniel Hieber (Smoothest gesturing, eyebrow movement, and eye contact with audience)

Sports Injury Savior: Matthew Gebbie (Mussel Proteins)

Final Round Judges

• Jan Campbell, Senior Vice President for Philanthropic Services, Santa Barbara Foundation; Member UCSB Board of Trustees
• Brent Constantz, Found and CEO, Blue Planet; Consulting Associate Professor, Geological Sciences, Stanford University
• Shirley Lim, Professor Emerita, English, UCSB
• Michael Witherell, Vice Chancellor for Research; Professor of Physics, UCSB

The Chitimacha language and Wikipedia were the topics of discussion by Daniel Hieber, left, and Abel Gustafson. Credit: Patricia Marroquin

Mussel proteins were the topic for Matthew Gebbie; and Chinese architecture was spotlighted in Yan Wencheng's talk. Credit: Patricia Marroquin

Erik Spickard and Jessica Perkins presented their talks at the Grad Slam Finals. Credit: Patricia Marroquin

David Copp spoke about an artificial pancreas; and Sarah Abdul-Wajid discussed sea squirts. Credit: Patricia Marroquin

Selvi Ersoy discussed antibiotics and Lakshmanan Nataraj spoke about malicious software. Credit: Patricia Marroquin

Communications Peer Melissa Rapp and Professional Development Peer Shawn Warner-Garcia also contributed to this article.

Melissa Barthelemy. Photo courtesy of Melissa BarthelemyWhen the childhood home of Melissa Barthelemy, a sixth-year graduate student of Public History, burned down in Ojai when she was eight years old, she and her family may have initially thought they only escaped with a few photo albums. But, what they eventually learned was they had gained life lessons in community, compassion, and the generosity of others.

They found an outpouring of community support as neighbors and others offered mattresses, clothing and all sorts of items to help them in their time of need.

Little did Melissa know that, years later, she would use those lessons to pay it forward by first helping UCSB students cope with their trauma in the wake of the Isla Vista Tragedy of May 23, and then by creating a collection of items to remember the victims and document the campus and community response.

I sat down with Melissa Barthelemy to discuss her work with the IV/UCSB Memorial Preservation Project and the upcoming exhibition for which she is serving as project manager and curator, which is titled “We Remember Them: Acts of Love and Compassion in Isla Vista.” The exhibit will be open to the public for viewings from May 20-June 20 in the Red Barn (Old Gym) near the bus circle on campus. (You can find more information about Melissa and the Remembrance Projects she is engaged in at www.melissabarthelemy.com)

She was forthcoming about her involvement in the project, her own struggles as a graduate student, and the unique circumstances of her childhood, growing up in the back room of her parents' toy store.

So let’s start with your current work. How did you become involved in the IV/UCSB Memorial Preservation Project?

In the immediate wake of the tragedy my initial concern was how to best support the graduate and undergraduate students at UCSB. I contacted Turi Honegger, Assistant Clinical Director of CAPS (Counseling And Psychological Services), at UCSB. I strongly felt we needed a special crisis training session for the graduate students since it is common for undergraduates to approach their Teaching Assistants before turning to faculty and staff for support and assistance. Turi agreed to help me organize this, and we had many email conversations that lasted until 2 a.m. in the days following the tragedy. A small group of us managed to organize two workshop sessions that were held on Tuesday, May 27 and were attended by over 140 people.

Melissa at the Memorial Wall on the Arbor. Photo courtesy of Melissa Barthelemy

That weekend I also worked closely with community members in Isla Vista to figure out what systems of support were needed there. Some UCSB students told me that they wanted a space in the Arbor that could focus on art and healing and that they thought it was important to have a memorial space on the actual campus. With the support of the Office of Student Life and Associate Dean Katya Armistead we created the Memorial Wall at The Arbor which is a painted wooden structure that is covered in dozens of messages of compassion and solidarity. While working on the space, students asked me, “What’s going to happen to the memorial sites in IV? Will all of the items at the sites be thrown away?”  

So I asked the Interim Director of Special Collections, at the UCSB Library, if they had any plans to form a collection. He said that librarians generally receive items that are donated but don’t go out in the community to collect them, and that I was the first person to approach him about this. He then asked me to convene a committee of librarians, faculty, and students to support the project.

Spontaneous memorial site in IV. Photo courtesy of Melissa BarthelemyI was hesitant at first because I was so busy. But I visited the spontaneous memorial sites in Isla Vista to look more closely at what was there. One day, I went to the site in front of Capri Apartments and I saw cards blowing down the street in the wind. I came across a card written by one of the victims' parents and I decided these items really needed to be saved for the benefit of the families, friends, and the wider community. At that moment I decided to take the project on and have never looked back.

Tell me more about the upcoming exhibition “We Remember Them: Acts of Love and Compassion in Isla Vista.” 

The central premise of the exhibit is that each of the individual items left at the spontaneous memorial sites in Isla Vista are representative of the acts of love and compassion that poured out from our community and around the world.

Painted rocks for exhibition. Photo courtesy of Melissa BarthelemyWe will be exhibiting some of these items, which include things such as cards, letters, drawings, paintings, origami cranes, and painted rocks. We will also display photographs of the spontaneous and planned memorial events, as well as highlight some of the larger discourses that circulated in the wake of the tragedy and contributed to legislative reforms.

We are striving to create a space for healing and reflection. In the words of one of my colleagues “the exhibit remembers those who died and those who were injured, and it tells the story of a community empowered by its own humanity in reacting to a collective loss.”

What has the response been to your work so far?  When people hear about the premise of the exhibit they are supportive. But until recently we were reluctant to spread the word too much about the exhibit since the campus administration is still coordinating the series of events that will happen around the Remembrance Anniversary.

Have you ever done something like this before? No! I did serve as a volunteer for a museum when I was in law school. But really I’m learning on the fly.

How has this affected your research?

Melissa with Ben Franklin. Photo courtesy of Melissa BarthelemyI changed my whole dissertation topic as a result of this project. My focus is now on Public History, which is a branch of History that is largely focused on educating the public about historical issues.

Some public historians primarily teach at universities, others can be found working in a range of locations including archives and library special collections, community history and historic preservation, museum exhibition and historical commemoration.

My dissertation project is still evolving but at least one chapter of it will examine the upcoming exhibit, so we will be having videographers and photographers document what we create in the exhibit site. That way I can integrate Digital Humanities directly into my dissertation by using these digital technologies to discuss my curatorial decisions and aspects of the exhibit. This documentation will also eventually become part of our digital collection at the UCSB Library website.   

Let’s turn to your life now. Aside from this event, what one event has had the biggest impact or influence on you and helped shape who you are today?

Melissa's parents dressed for Halloween in front of their toy store. Photo courtesy of Melissa BarthelemyMy parents have shaped me the most. From the way I approach life, to my core values and beliefs. My parents have owned a little toy store for 35 years in Ojai and I literally grew up in the back office of their business, which was more of a play room for me. I was surrounded by Slinkies and Silly Putty.

My favorite quote from them is “The only constant in life is change.” They have this quote on a sticker, which they placed on their cash register at their toy store, where they give customers change all day long. They have a real quirky sense of humor.

They always emphasized that you can’t fully anticipate what’s around the next bend. My parents’ house burned down when I was eight years old. All we saved were some photo albums. That was very helpful (and horrible) for my ability to respond when tragedy happens. It made us close and brought us together as a family.

It also taught me about the importance of community since people brought us 10 mattresses for beds, dozens of frying pans and lots of other things we couldn’t use while were temporarily staying in a hotel. The community response wasn’t practical or well-thought out, but it was heartfelt! Moments like this have helped me to always try to see the good in people.

You had a unique childhood, tell me more about it?

I grew up in the mountains of Ojai. My parents owned a house in the Los Padres National Forest that was over 100 years old and our water came from a natural spring on the property. So I had an adventurous outdoor lifestyle from an early age. I had acres and acres to explore, falling in rivers and things like that.

What is the one thing people would be most surprised to know about you?

Usually they are surprised I have done so much independent travel around the world. I have backpacked through Europe several times, and my first trip there was when I was just 17 years old. After I earned my law degree, I spent a month driving from Ojai to British Columbia, all through the Pacific Northwest camping and hiking in the backcountry. I’ve also gone sky diving and underground cave rafting in New Zealand.

You’re very busy. What do you do to relax?

Melissa gardening for relaxation. Photo courtesy of Melissa BarthelemyI do as much hiking and gardening as I can. My wife and I love camping. We have gone backpacking in the Channel Islands and one of our favorite spots is Kings Canyon National Park up in the Sierra Mountain Range. Basically she tries to take me places where my cell phone does not work.

What is your biggest accomplishment in life and why?  Marrying my wife. My day to day happiness is the most important thing to me. We’ve been married six years, and thankfully we got married one week before Proposition 8 had passed in California, or we wouldn’t have been able to be married all of this time.

Any advice for new graduate students?

Don’t ever feel like you are alone in the challenges you are confronted with. I have had serious physical health disabilities while at UCSB and have benefited tremendously from the Disabled Students Program (DSP). No matter what difficulties you encounter, remember you are part of a larger community that is invested in your success and people are here to help support you.

What is the one thing you hope to be doing 5 or 10 years out of graduate school?

I love teaching, but I also could see myself doing museum management or higher education administration. I am open to working in a range of educational environments. I will be happy as long as I know I am continuing to have a positive impact in the world.

At the inaugural UC systemwide Grad Slam tournament, to be held on May 4 in Oakland, 10 graduate students will compete to explain their research in terms that will interest, excite, and engage the public – and do so before the clock runs out.

The spirited contest will offer participants an opportunity to see these talented scholars in action, and offer a unique window into the breadth and impact of graduate research taking place across UC campuses. The first-place winners from each of the 10 participating UC campuses will compete to capture the systemwide prize, including a total of $10,000 in award money for the top three participants.

UC President Janet Napolitano will lead the event. A distinguished panel of judges representing industry, government, and higher education will select the winner, who will be named immediately following the lunch reception.

The event is invitation-only, but UCSB's Graduate Division will be live-streaming the contest on May 4 from 11 a.m. to 1:30 p.m. in the Student Resource Building Multipurpose Room. Come cheer on UCSB's Grad Slam Champion Daniel Hieber as he competes to win the grand prize and bring the coveted trophy to its rightful home in Cheadle Hall.

The contestants will be (in order of appearance):

• Davis: Ryan Dowdy, Food Science, "Powering California with Food Waste"
• Berkeley: Alexis Shusterman, Chemistry, "CO² Monitoring in HD"
• San Diego: Alex Phan, Mechanical and Aerospace Engineering, "Fight for Sight"
• San Francisco: Sama Ahmed, Neuroscience, "Choosing Mates: How to Know Your Species"
• Irvine: Ashley Fong, Molecular Biology and Biochemistry, "Stem Cells: How to Mend a Broken Heart"
• Riverside: Jeanette Rapicavoli, Plant Pathology, "Primed for Battle: Utilizing Microbial Patterns to Strengthen the Plant Immune System"
• Santa Cruz: Justine Smith, Environmental Studies, "Humans as Top Dog: Ecological Effects of Carnivore Fear"
• Santa Barbara: Daniel Hieber, Linguistics, "Renaissance on the Bayou: Reviving the Chitimacha Language"
• Los Angeles: Jean Paul Santos, Electrical Engineering, "How to Talk to Mars"
• Merced: Nathaniel Bogie, Environmental Systems, "Drinking from the Same Straw: Battling Drought Stress in the African Sahel"

2015 UCSB Grad Slam winner Daniel Hieber. Credit: Patricia Marroquin

Winners of the 2014-2015 Academic Senate Outstanding Teaching Assistant Awards are, from left, Mario Galicia Jr., Keith Avery, Selvi Ersoy, and Jeremy Chow. Photos by: Patricia Marroquin

Four UCSB graduate student teaching assistants who are passionate about what they do were honored on Thursday, April 23, for their efforts in the classroom and beyond.

Chancellor Henry Yang and Academic Senate Chair Kum-Kum Bhavnani present Mario Galicia Jr. with the award.The Academic Senate annually recognizes the vital role that teaching assistants play to the teaching mission of the university. The Senate's awards honor the contributions of graduate student TA’s to the teaching and learning process of UC Santa Barbara.

This year’s recipients are: Keith Avery (master’s student, Computer Science); Jeremy Chow (Ph.D. student, English); Selvi Ersoy (Ph.D. student, Molecular, Cellular, and Developmental Biology); and Mario Galicia Jr. (Ph.D. student, Education).

At a reception in the winners’ honor before the awards presentation, Mario Galicia – who will receive his Ph.D. this year – told the GradPost that since his doctoral studies are coming to an end, this award is “like coming full circle.”

Selvi Ersoy with Chancellor Yang.“It’s really nice to get validated for your work,” added Mario, who spoke about his research in Preliminary Round 6 of the Grad Slam earlier this month. “It’s practicing what you preach, putting it into the actual classroom, and then having somebody say, ‘Hey, you’re doing a good job,’” he said. Mario called it “the greatest honor we can get as a graduate student” to have the award come from the Academic Senate, knowing that the faculty were the ones looking at the applications. “It’s always nice to know that what you’re doing is right.”

Selvi Ersoy, who was a finalist in this year’s Grad Slam, was excited and “extremely happy” to learn she had won this award. “I feel like I always try really hard for my students,” she said at the reception. She said her dedication to teaching is not dependent upon an award. “But I think it was a nice validation of how much I do try to be an effective teacher.”

Keith Avery, who is in his sixth quarter of TAing, said it has been “an Keith Avery with Chancellor Yang and Chair Bhavnani.extremely rewarding experience for me the whole time I’ve been doing it.” He is thankful, he said, “for everyone who’s helped me here – my students, my advisor, other people involved in my life.”

He likes the one-on-one approach of working with students during office hours. “I really enjoy connecting with the students. It’s important to me for them to understand what I’m trying to get across. I make that a priority when I’m doing my teaching and also in personal meetings.”

Jeremy Chow jokingly told his students and others offering him congratulations that this award had to be some sort of a hoax, since he’s only in the second year of his Ph.D. program. Although he was surprised, he said the honor is “unbelievably rewarding.”

The award shouldn’t have been much of a surprise to Jeremy, who had taught high school before coming to UCSB; and taught at the graduate level while pursuing his master’s degree.

Jeremy Chow with Chancellor Yang and Chair Bhavnani.“Teaching is a passion of mine,” Jeremy said at the reception. “That’s what I want to do for the rest of my career, as I imagine so many of us do. We so rarely in our teaching fields get some sort of commendation or understanding of the efforts and energies that we put into our teaching. This is a wonderful opportunity for the university to recognize educators who are invested in educating our students.”

The Academic Senate also honored six professors with Distinguished Teaching Awards; and three other professors won Outstanding Graduate Mentor Awards.

For a list of all the winners, and to read comments made about them, go to the Academic Senate’s webpage on the 2014-2015 winners.

Congratulations to everyone!

The Graduate Students Association (GSA) elections are finished. Here are the 2015 results for candidates, graduate fee initiatives, and campuswide fee initiatives.

Congratulations to everyone who won!

2015 GSA Officers:

President - Aaron Jones

Vice President of Budget and Finance - Greg Maier

Vice President of Communications and Records - Quintarrius Shakir

Vice President of Academic Affairs - John Kaminsky

Vice President of External Affairs - Yanira Rivas Pineda

Vice President of Student Affairs - Kathy Swift

Vice President of Internal Affairs - Samantha Powers

Vice President of Committees and Planning - Timothy Irvine

Graduate fees reaffirmed:

• Childcare Grant Fund
• Grad Student Emergency Relief Grant
• Night and Weekend Parking

Campus-wide fees passed:

• Arts & Lectures Support Fee
• Career Services Open Access Fee Increase
• Child Care Center Support Fee
• Coastal Fund Initiative
• Events Center Support Fee
• Office of Student Life Support Fee

For more information about the officers and fees, review the GSA 2015 ballot.

Selvi Ersoy. Photo courtesy of Selvi ErsoyFifth-year doctoral candidate in microbiology Selvi Ersoy is many things to many people and most of these things are awesome. To women in science and engineering, she’s known as the Co-President of WiSE (Women in Science and Engineering). To her undergraduate students, she’s known as the most enthusiastic TA ever (and winner of the 2014-2015 Academic Senate Outstanding Teaching Assistant Award). To fans of the 2015 Grad Slam, she’s known as the finalist who asked, “Is your doctor killing you?”

Selvi grew up in Cupertino, California (yes, that Cupertino) to a Turkish father and an American mother. She was named Selvi, which means tall and beautiful in Turkish. When someone like me says she’s halfway there, someone else always chimes in “Halfway there? Selvi’s not tall.”

Selvi had plans other than science when she was younger. She loved to dance, to sing, and to participate in musical theater. She scoured schools for theater programs. But after her mother strongly implied that success in the theater arts would be a failed experiment, she went on to pursue science “theatrically,” earning a B.S. in Genetics at UC Irvine with a minor in Medical Anthropology. She received her M.A. in Molecular, Cellular, and Developmental Biology at UCSB on her way to her doctoral degree.

I had seen Selvi at the Grad Slam preliminary and final rounds and found her to be one of the most animated and funny presenters. She turned out to be just as animated and funny during our interview. We talked about everything from what she learned during her "lost year in grad school" to her yoga progress to why she loves teaching (and why her students love her back). She also had some good advice for future Grad Slam competitors.

What is the one thing people would be most surprised to know about you?

Selvi in Cabaret. She can still do that kick. Photo courtesy of Selvi ErsoyWhen I was growing up I was really, really into musical theater. I loved it. I was in lots of musicals. I loved dancing and I was taking dance lessons, vocal classes, doing drama club, and theater. As a junior in high school, I looked into all the college dance and performance programs. When I told my Mom, she was just like, “No, you’re not going to do that. You need to do something practical.”

So, let’s talk about your research now. Apparently, you kill a lot of mice. How would you describe your research in such a way that doesn’t make you look like a killer?

I study how the host influences bacterial antibiotic resistance and the genetic mechanisms of those changes in bacteria.

Good, concise answer. You participated in the 2015 Grad Slam and made it all the way to the finals. Why did you get involved?

I thought, “What would be more fun than giving a three-minute pitch in front of people and being funny?” That seemed like a blast to me. The cash prizes were also a huge incentive, and clearly a big motivator. I think I would have done it if there weren’t the cash prizes, but I may not have worked so hard.

Getting to preparation. How did you work so hard?

For me, I practiced my pitch every time I was alone. I’d just start saying it out loud. Sometimes I’m in the bathroom, looking in the mirror, saying “Is your doctor killing you?” you know, doing all the hand motions. Thinking, “Oh my god, I hope none of my roommates are hearing this.”

Selvi making it simple at the 2015 Grad Slam Finals. Credit: Sonia Fernandez

What advice you would give future participants so they can win?

I practiced a lot and I tried to get advice from people. After each round, I tried to hear what people were saying to make it clearer. One of the problems with my pitch was that it was a little complicated. I tried so much to simplify it.

If you want to be a champion, just make it as simple as possible.

That’s good advice. On the subject of advice, what advice would you give to an incoming graduate student now that you’re in your fifth year?

I thought when I started grad school that people were just going to tell me what to do, tell me how my project was going to work, you know, tell me what I’m going to figure out and I would just do x, y, z and be done. Working in a lab, it’s not like that at all. It’s very open-ended. There’s not a clear path. You really need to work early on to figure out what your path will be. That’s your best chance for success.

If you’re going to succeed and finish grad school and escape with your sanity, you have to take everything that you’ve done, everything that didn’t work or that was a setback, and somehow think of it in a positive light. I spent a year doing stuff that just didn’t work. The only way I could reconcile my effort was to say I gained a lot of practice with my bench work, that I now knew how to set up an experiment very efficiently.

So it seems like you learned how to handle stress. How do you relax?

Selvi doing aerial yoga. Photo courtesy of Selvi ErsoyI’m obsessed with yoga! I started in grad school. My labmate said, “Let's do some yoga at the Rec Cen.” It was good exercise. I felt physically stronger. Then I started going to a studio (Better Days Yoga in Goleta). Instead of once a week, I went all the time. When things weren’t working out in my lab, I could go to yoga and see my improvement there.

You recently won the Academic Senate Outstanding Teaching Assistant Award. Tell me more about your teaching experience? What has helped you become “outstanding?”

I generally teach upper-division genetics courses: 101 A and B. I also teach the bacterial pathogenesis lab. What I like about teaching, especially when I get to teach genetics and bacterial pathogenesis, is the subject. I find it very interesting.

When I started teaching, I got so excited before my first class. While coming up with my lesson plan, I remember thinking, “How am I going to explain this to my students?” When I got to class, I just said, “Hey everybody, I’m so happy to be here!”

Selvi Ersoy and her labmate Jessica Kubicek-Sutherland at the April 2014 UCSB TEDx conference. Photo courtesy of Selvi ErsoyThat’s something that all my students wrote on my evaluations, even to this day: “Super enthusiastic TA!” I think since I was so excited about teaching, the students got more enthusiastic to be in class.

Because of that, I started getting lots of emails from students asking questions about class. They felt really comfortable emailing me. I wrote back detailed responses about how to solve problems. And then I started getting more personal life questions from students like, “I’m thinking about applying to grad school. What do you recommend?” “What do I do after I graduate?” or “How do I find a research lab?”

I really care about all my students. I try to learn as many names as I can. I make an effort. And I bully them into writing good evaluations. Just kidding. “You better write me good reviews, guys!” (She laughs).

Who has helped you along the way?

Selvi Ersoy in the lab, perfecting her bench work. Photo courtesy of Selvi ErsoyMy parents were the ones that told me, “No to theater. Yes to science.” They always said, “You’re really good at math, you’re really good at science, you should do those things.”  They also had high expectations and I felt I had to meet those expectations. I didn’t hate that. I’m really happy with that guidance.

My labmate Jessica Kubicek-Sutherland also helped break me in to grad school. She told me, “This is what’s going to happen.” What to expect and not to expect. I think if I had been alone, I may have just dropped out. I was really glad to have her there to help me out. I was her little mentee.

Also, my advisor made me grittier and tougher, and I appreciate that. I need to be able to handle things when I’m not perfect, when I screw up.

What is the one thing you hope to be doing 5 or 10 years out of graduate school?

I’m definitely planning on getting a postdoc position for a few years to do my research. Depending on how that goes, I might go on to be a professor. 

The Beyond Academia conference at UC Santa Barbara is a one-day event aimed at preparing graduate students and postdoctoral researchers in all stages and disciplines to pursue a wide range of career options after graduate school. Inspired by the Beyond Academia conference started at UC Berkeley in 2013, the UCSB event will feature speakers and panels that expose attendees to a variety of skills relevant to pursuing a career outside of or alongside academia. Whether you are on the job market or just starting to explore career options, come learn about potential careers in a variety of sectors and specialties.

Beyond Academia UCSB

Friday, May 15, 2015

8 a.m. - 5:30 p.m.

Loma Pelona, UCSB Campus

Registration is FREE, but space is limited. Click here to sign up.
Registration closes on Friday, May 8.

In addition to a keynote speaker address, the event will feature workshops and panels that have been planned specifically with both HFA-SS and STEM Ph.D. students in mind. Workshops in the morning are skills-based and have broad applicability to students in all fields. Panels in the afternoon explore specific industries and interests and are split up into HFA-SS and STEM tracks so that students can hear about more specific career options. Click here to see the full schedule.

UCSB students who are leading Nepal earthquake relief fundraising efforts are, from left, undergrad Shekhar Paudel; and Ph.D. students Pawana Shrestha and Dhilung Kirat. Credit: Spencer Bruttig, Office of Public Affairs and Communications

The 7.8-magnitude earthquake in Nepal on April 25 left three UC Santa Barbara students shaken. For the two graduate students and one undergraduate student, the devastating temblor that has claimed the lives of thousands of people was personal, as it occurred in the country of their births.

Now these students – doctoral students Pawana Shrestha and Dhilung Kirat; and undergrad Shekhar Paudel – have organized a fundraising campaign to assist in relief and recovery efforts. Mindful of the need for long-term assistance and the importance of empowering local organizations, the students have set up a fundraising site on Crowdrise, with all proceeds going to Shikshya Foundation Nepal. Shikshya is a local nonprofit organization based in Nepal’s Lalitpur district.

“Thousands of people have lost their lives, tens of thousands have been injured and over a million have been rendered homeless,” Pawana Shrestha, an Electrical and Computer Engineering doctoral student, said in an Office of Public Affairs and Communications (OPAC) news release. Pawana is from the capital city of Kathmandu, where her family lives.

“In the long run, massive amounts of financial and human resources will be required for the reconstruction of damaged infrastructures,” she said. “The road to recovery for Nepal will be a long and difficult one.”

Dhilung Kirat, a Computer Science Ph.D. student, said in the release: “Past experiences of relief efforts, such as during the Haiti [earthquake] relief, have shown that the long-term relief and recovery efforts are more effective when local organizations are empowered instead of international charity brands. I grew up in one of those remote villages in Nepal. I have experienced the remoteness and the disconnect from the outer world while growing up, and I can only imagine the devastated community after such a massive earthquake. I hope our fundraising effort will help ease the current relief efforts and long-term recovery efforts of those remote communities.”

“We want to show capable people what they can do to help,” said Physics undergrad Shekhar Paudel, who moved to the United States with his family a few years ago and has relatives still living in Nepal.

Graduate Division Dean Carol Genetti, whose research as a professor of Linguistics focuses primarily on Nepal, said in the release: “The efforts of these three Nepalese students in the face of the momentous challenges in Nepal are truly impressive. Like so many other UCSB students, they have a strong ethos of service and a deep commitment to their home country.”

Dean Genetti added: “I am impressed that they have also used their research skills in selecting a highly regarded Nepalese foundation to receive the funds that are raised."

For more information about the fundraising effort, read the OPAC news release and view KEYT's video interview with the students. Additional information about the Shikshya Foundation may be found at http://shikshyafoundationnepal.org. Tax-deductible contributions may be made at http://tiny.cc/ucsbnepal.  

UCSB Linguistics Ph.D. student Daniel Hieber receives a check for $3,000 from UC President Janet Napolitano for his second-place win in the UC Grad Slam. Credit: Robert Durell, UCOPWhen UCSB Linguistics Ph.D. student Daniel Hieber heard his name called as the second-place finisher in the inaugural UC Grad Slam in Oakland on Monday, he was ecstatic. But “at the same time,” he said, “it felt a bit like icing on the cake” as he stepped onto the stage to accept a $3,000 check and shake the hand of UC President Janet Napolitano. “I was already so happy to have represented my department, my school, and my field of study in the competition and done as well as I had,” Danny told the GradPost. “So it was all just fun and celebration from there!”

Danny was among the 10 champions, one from each of the University of California campuses, to present in the UC Grad Slam, a competition for the best three-minute research talk for a general audience by a graduate student from the UC system. In UCSB's competition, Danny had triumphed through a preliminary round, a semifinal round, and the Finals to become UC Santa Barbara's Champion. The UC-wide event was held in Oakland, and live-streamed at this website, which now features a video recording.

Danny’s talk, “Renaissance on the Bayou: Reviving the Chitimacha Language,” focused on his work in helping to revive a language in the Louisiana bayou, Chitimacha, whose last native speakers died in the 1930s. He has reconstructed the language, even creating a Rosetta Stone audiotape that tribal members now listen to in their cars. Danny was the only competitor in the UC Grad Slam not in a science, technology, or engineering field.

After all the students had presented, and took a quick break for lunch, the results were revealed. The judges – who included a venture capitalist, the mayor of Oakland, and a UC Board of Regents member – selected Alex Phan of UC San Diego for the third-place award (a $1,000 prize); Danny for second place; and Ashley Fong of UC Irvine as the recipient of the inaugural “Slammy” and a $6,000 cash prize. (The list of all the speakers and their talk titles may be found here.) You may access all the video talks at this UC webpage, and Danny’s video presentation begins here.

We spoke with Danny about the experience of preparing and competing in the historic UC Grad Slam. Here’s what he shared with us.

Winners of the inaugural UC Grad Slam are, from left, Alex Phan of UC San Diego, third place; Ashley Fong, UC Irvine, first place; and Daniel Hieber of UCSB, second place. Credit: Robert Durell, UCOP

What was the whole UC Grad Slam experience like for you, from the beginning to the end of the day?

I was amazed at the enormous amount of work and preparation it took to pull off the event – it’s not as spontaneous as it looks! We started with a technical rehearsal at 8 a.m. (which was a good thing because there were more than a few glitches!), and each of the participants did a dry run of their talks twice. The final event went without a hitch – UCOP did a fantastic job with the whole thing. Then we had about two hours free before the actual event, so I did what’s become my Grad Slam tradition – grab a latte from Starbucks and pace in front of a mirror rehearsing my talk. I got a good 20 practice runs in that morning! (One of the nice things about doing such a short talk – you get a lot of practice.)

The nervousness didn’t kick in until the first presentation started, because then you can just see the minutes counting down to your talk – the waiting’s the hardest part. On the other hand, for an academic, what better way to calm down than to get to watch some fantastic talks on really cool research! So I actually had a lot of fun watching the talks. I was more excited than nervous by the time I actually got up to speak. I couldn’t be happier with how well the talk itself went. Every phrase, every gesture came out just the way I wanted it, and I could tell the audience loved it. Even if I hadn’t placed, I would have been proud of that talk and gone home happy.

Afterwards the presenters had a very brief period to snatch some food from the lunch buffet between questions and good wishes from everybody there, then we were whisked away for pictures just before the awards ceremony. I was probably just as nervous during the awards ceremony as during my talk! When Janet called my name for second, I was ecstatic, but at the same time it felt a bit like icing on the cake – I was already so happy to have represented my department, my school, and my field of study in the competition and done as well as I had. So it was all just fun and celebration from there!

Was the UC event a different experience for you from your competition in the UCSB Grad Slam? If so, in what ways?

The biggest difference for me personally was knowing that this was the first time my family and most of my friends would be watching. They all live on the East Coast, so I was thrilled they’d get to watch the event live. I was imagining them all watching when I went up to present. It was great to get to finally share something about my work in grad school with them.

What was it like to engage in conversation with UC President Janet Napolitano on stage? Were you nervous?

Janet was great fun, and helped keep us presenters relaxed with some good laughs. I was glad to have her at the event, and appreciate her taking the time to emcee the whole thing. Her last question to me was what did I picture myself doing in five years, and the last part of my answer was that I hope to be a research academic, continuing to work with indigenous communities on language revitalization, and that I’d even love to stay within the UC system and get a position there. She laughed and made a gesture like she was jotting that down for later. :)

What is your reaction to having won second place in the inaugural UC Grad Slam?

I’m incredibly proud to have represented the humanities and social sciences and gone toe-to-toe with STEM [Science, Technology, Engineering, and Mathematics] :) I hope that both this win and my research itself shows that humanities and social sciences really can make an impact in the same way that the hard sciences do.

What does this award mean to you?

The thing that meant the most to me throughout the entire Grad Slam competition was getting to share my research with so many interested people, not just because it’s my passion and I love it, but because it was a chance to teach hundreds of people about language endangerment and the amazing work indigenous communities are doing to revitalize their languages. That’s ultimately why I do what I do.

For more information about the UC Grad Slam, read the UC Office of the President’s article and its UC Grad Slam page; and a San Francisco Chronicle article. 

The 10 graduate student competitors, each one a Champion from their UC campus, pose with UC President Janet Napolitano. Credit: Robert Durell, UCOP

Karly Miller at Big Sur. Photo coutesy of Karly MillerThird-year marine science doctoral candidate Karly Miller has wanted to study the ocean for as long as she can remember.

Her desire to learn more about the ocean led her across the globe to places as far flung as New Zealand, Ecuador, and Peru. She went on to be selected to represent the United States as a Fulbright Scholar for the 2015-2016 academic year, studying the interactions between tourism and artesenal fisheries in Bahia Malaga on the Pacific Coast of Colombia.

Reading about her passion to study the ocean, you might have guessed Karly grew up in Hawaii, California, or another coastal habitat. But you would be wrong. She grew up in Cincinnati, Ohio. To make up for the lack of an ocean front view in Ohio, she started diving in quarries as a teenager. By 18, she had become a divemaster, and at age 20 she was certified as an Open Water Scuba Instructor. 

Karly's journey to study the ocean really started when she won a McNair scholarship and attended the University of South Carolina, where she earned a BS in Marine Science and a minor in Environmental Studies and Spanish in 2009. While there, she did a summer abroad in Ecuador and a semester in New Zealand. Later, she earned certificate studying Geography and the Environment at the Pontificia Universidad Catolica del Peru in 2011.

I met Karly at the Coral Tree Café to talk about her life as a graduate student and her research as a Fulbright scholar. We sat outside and she told me about the book that changed the way she thought about the oceans, the importance of listening, and also about how she ended up as a summer Wildfire Education & Prevention Corps Volunteer in North Dakota.

Isla Palma, Bahía Málaga, Colombia. Karly's favorite escape in the field. Photo Credit Karly Miller

Let’s start with your research. What are you doing exactly?

I study how tourism development affects the social and ecological importance of fisheries in coastal subsistence-based communities. People and the environment are inextricably linked and I’m interested in studying how changes in the community and development affect these relationships in coastal settings.

Ohio natives, Karly Miller (left) and her sister, Lindsay, in Florida where they first saw the ocean. Photo courtesy of Karly Miller

How do you end up studying something like that?

When I was 12, I started reading “Song for the Blue Ocean” by Carl Safina. That book really opened my eyes and motivated me to study the ocean. When I was younger I went through different phases of what about the ocean I wanted to study, but after reading that book it felt more important to me. I still wanted to be a marine scientist but I wanted my work to help influence marine conservation. 

In college I expected to show up, work hard, and become a marine scientist – but I didn’t realize I’d have to decide what sort of marine scientist. So I studied a lot of different things throughout my degree, from chemical oceanography to fisheries policy and education outreach. 

When I finished my degree I was still committed to marine conservation, but felt somewhat torn about the path forward. I felt like so much of the dialog in marine conservation made people the problem in a very binary way...assuming that to protect the ocean we need to remove people. While pollution and overfishing are the result of people, people are also a part of the ocean and depend on it for their wellbeing. So that set me on a path to look for a way to integrate marine conservation and social development.

Mangrove estuary in Bahia Malaga. Photo Courtesy of Karly Miller

Let’s talk about your Fulbright. Tell me more how you came to choose Bahia Malaga on the Pacific Coast of Columbia to study?

Last summer I was a little burnt out and struggling to sort out the best path forward with my research – so I decided to take a break and go to Colombia. My plan was to try not to worry about work while I was there. I didn’t make many plans, but knew I wanted to visit the Pacific and Caribbean coasts and decided to head to the Pacific first. Looking at a map there are just two roads that reach the coast, and its all deep green – you have to look hard to see signs of people. I didn’t know where I was going really, but ended up in the towns around Bahía Málaga, where there is a developing tourism economy that exists alongside traditional fishing and farming practices. 

I managed not to think about work but couldn’t help my curiosity and fascination. I traveled a bit more in Colombia but pretty quickly returned to spend the rest of my trip learning (and relaxing). This gave me enough to go on so that once I got back to Santa Barbara I was able to merge my existing research with the questions that arose while in Colombia. I didn’t have much time before the Fulbright deadline but I was able to get all the pieces together and that really kicked off the development of my proposal and research plans. Since then I’ve been back to Colombia twice, and I had actually just arrived to Colombia when I got the good news about the Fulbright. 

Karly Miller doing volunteer work in Peru. Photo courtesy of Karly MillerHow will you be representing the U.S.? You have had some previous experience as a Rotary Ambassadorial Scholar.

Yes, before I came back to grad school I was a Rotary Ambassadorial Scholar in Lima, Peru. My official duties were to go to attend a university, give presentations about my life in the US to local Rotary Clubs, and to work with them in their service projects. We had day-long health clinics and distributed water filters in the poorest neighborhoods of Lima that are still without many of the basic public services. I worked with children’s homes and the elderly, and participated in community events. 

These were an important part of my time in Peru, but I think the most important thing I was able to as a Rotary Ambassador do was to build relationships, and to listen. Being from the US people already know all about our music and our movies, about our food and our politics. The US has a reputation of power and arrogance and so to show up and listen, to be humble and to learn, to be human and make mistakes, laugh at myself, and try again – that was the most important thing I think I could do while I was there. 

Rainy day in Ladrilleros, Colombia. This is where Karly will be living while doing field work. They get up to 8m of rain a year! Photo courtesy of Karly MillerThis will be true in Colombia, too. We work hard to try to become experts in what we do, and I would love to think that I have something to offer these communities, but I am there to learn from them. 

For all the years that I’ve studied the oceans, Columbians know much more than I do about their environment, and about their community. So I will go and listen, learn, and I hope to take some of what they know and make it available to the world, in publications. I want to help strengthen their voice and the management of their resources.

So how did you end up a Wildfire Education & Prevention Corps Volunteer one summer? That’s far cry from Marine Science.

After my first year of undergrad, I was thinking about the best way to spend the summer and I heard about the Student Conservation Association – a volunteer program where students do conservation work somewhere in the United States. There were hundreds of positions available and somehow I wound up with an offer to be part of a wildfire prevention corps – in North Dakota, essentially the geographical center of the continent. 

It seemed the opposite direction from my studies, but I decided to go for it since I knew my career would keep me coastal. Through this position I learned about wildfire management, got to work on Turtle Mountain Indian Reservation, and explored a part of the country I would otherwise know nothing about.

So, let’s talk about your graduate school life. What do you do to have fun?

Mostly I like to spend time with people and to be outside. In Santa Barbara I like being with friends and paddleboarding, scuba diving, hiking, or walking the Bluffs in Ellwood. I also like to explore new places and get to know new people while traveling. I started traveling alone years ago because I couldn’t find anyone to go with me and now I really enjoy it.

I’ve traveled mostly in Central and South America, but also once to Europe. I like walking around in old cities, but I mostly enjoy seeing the landscape. I’ve come to really appreciate the long bus rides for this reason; there isn’t ever enough time to see all the places I’d like to stop, but by bus you can at least watch as they pass by through the window.

Any advice would you give to an incoming graduate student?

Karly Miller (middle) with the love and support of her sisters. Photo courtesy of Karly MillerThere is no right answer; doing a Ph.D. is a lot about finding a path where there isn't one, and that means everyone will see things just a little differently. This is the beauty and uniqueness of thinking about new problems, and the challenge and benefit of working with others.

I've been surprised at how much I feel like I just have to figure things out on my own – and yet I couldn't actually do any of this alone. Anyone's success is the product of the whole system – not just their advisors but also their peers, students, administrators and staff – and not just within the academic system.

The importance of a personal support network is way overlooked I think. I'd bet almost no one would get a Ph.D. without the love, support, and patience of friends, family, and partners. 

What do you hope to be doing after graduate school?

I would like to be a professor, so that I can teach and connect with the world through individual students, as well as to continue research with the hope of contributing to the larger intellectual world.

Higher education is a complex machine, and even small changes to that machine can have a major impact on some of the many students currently in postsecondary education. The Higher Education Action and Research Consortium (HEARC), a collection of interdisciplinary graduate students from across campus, is dedicated to discussing the current higher education world both within and beyond UCSB.

Members of the HEARC Steering Committee were kind enough to answer a few questions for the GradPost to help graduate students decide whether they want to be involved with the organization.

The HEARC Steering Committee (from left): Back row: Jenna Joo, Micaela Morgan. Front row: Veronica Fematt, Akshay Cadambi, Priscilla Pereschica.

Can you tell us about the Higher Education Action and Research Consortium (HEARC)?

The Higher Education Action and Research Consortium (HEARC) is an interdisciplinary campus-wide graduate student organization, which provides a forum for the discussion of higher education research, policies, and trends. Through this effort, we hope to cultivate collaborative relationships across campus and with local colleges and universities.

How can students in across disciplines benefit from attending a HEARC seminar?

Higher education affects students in all fields of study, and we want to be proactive about developing policies and providing a space to discuss higher education issues. Our hope is that HEARC can be an organization where graduate students, undergraduate students, faculty and staff from the physical sciences, social sciences and humanities use to get together and share their valuable insights and experiences in order to contribute to the higher education discussion. 

Dr. York of the Technology Management Program (TMP) presents to HEARC at the Gevirtz Graduate School of Education.

Who can attend HEARC events?

HEARC events are open to all UCSB faculty, administrators, staff, and students who have an interest in and/or conduct research on issues pertaining to higher education. As members of the UCSB community and higher education system, we all have a stake in this discourse. 

How did HEARC originate?

Like most organizations, HEARC originated out of need. At the start of the 2013 academic year, graduate students from the Gevirtz Graduate School of Education were informed that a couple members of our faculty had accepted positions at another institution. These professors were mentors and advisors to several graduate students who focused on higher education research. Following this announcement, several of us met with faculty to share our concerns and to express our need for a space dedicated to higher education. It was during this meeting that seven of us volunteered to work, as a team, to conceptualize a model for this space.

In conceptualizing a model, we were inspired by UCLA’s Research Apprenticeship Course (RAC) with Dr. Daniel Solórzano. Similarly to Dr. Solórzano’s RAC, we wanted HEARC to be an interdisciplinary and intercampus forum open to all interested students. Initially, we organized seminars based on our individual interests; however, as we continued to grow, we wanted to see what types of seminars members of our campus wanted to attend. So, we administered a campus survey to determine the topics and issues of interest to the larger campus community.

Of course, none of this would be possible without the support of key figures on our campus. Therefore, we would also like to express our gratitude to Drs. Michael Gerber, Richard Duran, Russ Rumberger, Michael Young, and Don Lubach for their continuous support and encouragement during the development of this organization and to the Gevirtz Graduate School of Education for their support as well.

What are some of the goals of HEARC?

The first goal was for HEARC to provide a space where students could discuss the current issues impacting access, affordability, and accountability practices in higher education. Today, public colleges and universities are under great scrutiny and encounter many challenges (i.e., tuition hikes, enrollment caps, privatization, etc.), which affect some populations more than others. Therefore, HEARC wanted to provide a forum where scholars could discuss these issues, share their findings, and collaborate.

Dr. Rios of the Department of Sociology presents to HEARC in a GGSE classroom, which enables greater discussion among attendees.Another goal was to provide students with opportunities to meet the stellar faculty on our campus and learn about the newest research coming out of UCSB. To this end, HEARC organizes seminars featuring UCSB faculty who share their latest research and/or projects and then lead a group discussion with HEARC seminar participants. HEARC also organizes seminars with campus administrators and professionals (e.g., deans, chancellors, grant writers, research analysts, center directors), which focus on their leadership roles and responsibilities and appeal to graduate students who are interested in pursuing careers outside of the professorship and/or are interested in the organizational structure(s) of the university.

Lastly, HEARC was very deliberate about welcoming undergraduate students to our events. Most HEARC members work directly with undergraduates in some type of mentoring capacity, and we recognize that most undergraduates have a vague understanding of what research and graduate school entails. Thus, we welcome undergraduates at our seminars so that they can see another side of academia and interact with faculty and graduate students outside of the traditional teacher-student relationship. 

What do you hope to have students come away with from the seminars you hold?

Overall, we want students to leave more informed and knowledgeable about the issues affecting higher education today. We also want to stimulate a dialogue across campus about higher education research and policies. As a campus organization, we strive to provide students with opportunities to learn more about topics that may be relevant to their studies, work, and life experiences. For example, many of our guest presenters this past year were selected from student responses we received through a survey that we developed and administered during the fall quarter.

Also, our seminars are held in classrooms to allow for a more intimate and casual conversation between presenters and participants. Participants are able to ask questions and make comments throughout the presentation, which opens the door for a more natural discussion. Thus, our seminars provide participants with a chance to network with presenters, peers, and staff. In fact, several participants have kept in touch with our presenters, and some undergraduates have walked away with research assistantships. Graduate students, on the other hand, get to meet people with shared interests from other departments, and sometimes it’s nice to step away from one’s department to engage in a conversation about something other than your own research. 

Who are the members of HEARC?

Currently, there are five graduate student members who make up the HEARC Steering Committee. Each of us has relationships with different groups and networks on and off campus. As an organization, we capitalize on each other’s networks, skills, and research interests to plan and organize seminars. See all contact info and bios on the The HEARC Steering Committee.

Is there anything else you'd like to add?

Yes, we would like to reiterate our commitment to organizing events of interest to all members of the UCSB community. So, if someone knows of potential guest speakers or ideas that would align with our mission, purpose and scope, we would love to hear from you. We are also open to event collaborations with other organizations and departments. Also, if you are a graduate student who would like to join the HEARC Steering Committee, please email us as well.

We can be reached through email at ucsb.hearc@gmail.com or through our HEARC Facebook page, where you can also stay informed on all our upcoming events.

Graduating students in the spotlight are, from left: Kaia Joye Moyer, Gary Haddow, Jennica Rebelez-Ernst, and Joe Bergeson. Credit for Moyer, Haddow, and Bergesen photos: Spencer Bruttig, Office of Public Affairs and Communications

With 23 days left to go before the Graduate Division’s 2015 Commencement ceremony on June 14, the Office of Public Affairs and Communications is shining a spotlight on a few of the many graduation candidates that make UC Santa Barbara great. These students exemplify UCSB’s tradition of service, teaching, research, and excellence.

Below are its profiles of four graduate students. You may read all of the graduate candidates’ profiles on its “Meet the Class of 2015” page. Make sure to use the hashtag #UCSB2015 on your Twitter, Instagram, and other social media outlets when you post your photos and good wishes for the graduates. Your hashtagged posts will then show up on UCSB’s Commencement webcast page, where each Commencement ceremony will be live-streamed.

Congratulations to all of our graduates! We look forward to celebrating with you on Sunday, June 14, at 4 p.m. on the Faculty Club Green.

A Green Education: Kaia Joye Moyer

Kaia Joye MoyerKaia Joye is a graduate student in UCSB’s Bren School of Environmental Science & Management. This year, she will complete her Master’s of Environmental Science and Management with a specialization in coastal marine resource management. While at UCSB, Kaia Joye has been involved in many on-campus organizations, including the Bren development team; Brengrass, the official band of the Bren School; the Graduate Students Association; and the SciTrek program. For her master’s group project, Kaia Joye and a team of four other Bren graduate students developed a tool to assist in the design of TURF-Reserves, a type of spatial fisheries management proposed to combat overfishing in many small-scale fisheries. This research project gave Kaia Joye the opportunity to travel to the Philippines twice to present her research. After graduation, she plans to pursue a career in environmental communication and education while teaching scuba diving on the side. “I cannot emphasize the inspiration that comes from being engaged in such a hardworking, diverse, passionate, and talented community that is found at the Bren School,” said Kaia Joye. “Bren provides a rigorous baseline curriculum that challenges students to understand the inherent interdisciplinary nature of environmental management. It was with this solid foundation that I was able to bolster and combine my seemingly disparate interests, to create a stronger and more unified strategy for approaching these multifaceted environmental problems.”

Bren and the U.N.: Joe Bergesen

Joe BergesenJoe is a Ph.D. student in UCSB’s Bren School of Environmental Science & Management. Joe is a longtime Gaucho whose Ph.D. will be his fourth degree obtained here. As a student, Joe conducted research on the long-term environmental implications of the development of rapidly changing renewable energy and energy efficiency technologies. He worked as a graduate student researcher and teaching assistant in many departments on campus, including the Bren School, the Technology Management Program and the departments of Geography and Geology. “My time at UCSB has given me numerous opportunities, including teaching and research,” said Joe. “As a Ph.D. student, I was able to jump right into some very exciting, international, policy-relevant research for the U.N., thanks to my well-connected advisor. I have also been given a lot of teaching experience, which has certainly inspired me to continue teaching as a professor, hopefully.” After graduation, Joe plans on continuing to research the relationship between climate change and the development of renewable energy. He will continue his work with the United Nations Environment Programme (UNEP), working to produce a report on the environmental impacts of greenhouse gas mitigation technologies. In the long term, Joe hopes to become a professor of environmental science doing what he loves: teaching and research.

A Global Education: Gary Haddow

Gary HaddowGary is a Ph.D. student in UCSB’s Gevirtz Graduate School of Education. While pursuing his master’s degree in Education, Gary traveled to Liberian refugee camps in Ghana to interview refugee mothers about their views on their children’s future opportunities. He conducted his Ph.D. research in southwest Philadelphia, interviewing Liberian immigrants about their perceptions of identity and citizenship. Additionally, he has worked for four years as a teaching assistant in UCSB’s Department of Black Studies and has been highly involved in both the Graduate Division and the Gevirtz School. After graduating from UCSB, Gary plans to work with an international non-governmental organization focused on providing educational programs for refugees and immigrants. “My time at UCSB inspired me to want to change the world, or at least to change the lives of all those that I interact with and in particular of those that may live in countries that have been ravaged by war,” he said. Gary’s proudest accomplishment as a student has been serving as president of the Graduate Students Association because it has enabled him to help his fellow students in their daily lives, both socially and academically. In the long term, Gary plans to “help develop educational programs in post-war countries and foster the development of the next generation of youth.”

Ready to Give Back: Jennica Rebelez-Ernst

Jennica Rebelez-ErnstJennica is a doctoral student in UCSB’s Gevirtz Graduate School of Education. A longtime Gaucho, Jennica began studying at UCSB as an undergraduate in 2006 and has gone on to complete a Bachelor of Arts in Psychology and a master’s program in School Psychology, and she is about to complete her Ph.D. in Counseling, Clinical, and School Psychology. While an undergraduate, Jennica served as president of Iaorana Te Otea, UCSB’s Polynesian dance group. She also has worked as a preschool teaching assistant at the Orfalea Family Children’s Center on the UCSB campus and has been involved in research activities at the downtown Santa Barbara-based Storyteller Children’s Center for homeless preschool children. After graduating from UCSB, Jennica will begin a postdoctoral psychology fellowship with the San Diego Center For Children. “The school psychology faculty at UCSB have truly inspired me since I first was introduced to them during my third year of undergrad,” said Jennica. “I was given opportunities to participate in applied psychology research that inspired my career trajectory and I remain forever grateful for the education and applied psychology minor that served as my channel to connecting me with my true career passions.” Looking toward the future, Jennica hopes to become a school and child psychologist, a professor and a researcher in applied positive-based youth development and among diverse youths who have experienced maltreatment.

“My time at UCSB inspired me to want to change the world, or at least to change the lives of all those that I interact with and in particular of those that may live in countries that have been ravaged by war.”
– Gary Haddow, Ph.D. candidate, Gevirtz Graduate School of Education

UC Santa Barbara is on top of the world – again. In Leiden University’s annual rankings of the 750 best major universities in the world in terms of impact in the sciences, UCSB was listed at No. 7. The university rose one spot from last year.

The Leiden Ranking offers insights into the scientific performance of 750 universities worldwide. A set of bibliometric indicators provides statistics on the scientific impact of the institutions and on their involvement in scientific collaboration. The 2015 ranking is based on Web of Science indexed publications from the 2010-2013 period. The rankings do not rely on subjective data that comes from reputational surveys or on data provided by the universities themselves.

The GradPost asked a few graduate students for their reactions to this prestigious honor. Here’s what they had to say. 

Mary Toothman was a semifinalist in the 2015 Grad Slam. Credit: Patricia MarroquinMary Toothman
Ph.D. student, Ecology, Evolution,
and Marine Biology

“Wow, awesome! But I am not surprised. While I participate in just a small bit of the incredible breadth of science research at the university, I am also aware of just how much research there is. I am fortunate to be a member of Cherie Briggs' lab, where we study the ecology of natural populations and communities, usually in response to disease invasion. Cherie holds a Mellichamp Endowed Chair, which places her in a cluster of biologists, engineers, and chemists focused on systems biology. This results in a group of labs studying very different systems from very different disciplines collaborating to solve real world problems, using empirical and theoretical methods. This is important because science can sometimes happen in a bubble, with related work being done in different disciplines, and never linking up. Collaborations like this are one of the main reasons technological, medical, and conservation advancements happen so quickly these days. I am so happy and excited to be a part of it.”

Keith Avery, top, and Dhilung Kirat.

Keith Avery
Computer Science master’s student

“I am very proud to hear that Leiden University has again recognized the excellence of UCSB’s sciences research community. Our community produces truly amazing work that helps shape the scientific world of tomorrow.”

Dhilung Kirat
Computer Science Ph.D. student

“It is a great honor for our university to be placed at No. 7 worldwide in an independent, transparent, and data-driven ranking. It is nice to have historic reputational scores, but what really counts is a measurable present-day impact in the field of sciences. The data says UCSB has excelled in this front in the recent years.”

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For more information, read the Office of Public Affairs and Communications’ news release, the Leiden Ranking page, and the Leiden Ranking list.

Abel Gustafson at the Grad Slam semifinal. Credit: Patricia MarroquinOn and off the court, first-year graduate student Abel Gustafson plays like a champion. He sets goals, reaches them, and doesn't make excuses. His strategy has served him well, both as a beach volleyball competitor and as a motivated researcher in UCSB's Communication Department.

Although only in his first year of study at UCSB, Abel has already excelled in the Grad Slam 2015, placing as runner-up in the final round with his topic titled, "Predicting Election Outcomes Using Wikipedia."

Despite his successes, and the challenges of preparing for peak performance in both academic and athletic realms, Abel maintains an optimistic, humble outlook. In this Graduate Student Spotlight, he tells us why he feels grateful to call UCSB home.

Tell me about yourself. What are you studying and where did you do your undergraduate work?

I am in my first year in the Communication Ph.D. program. I have a master's degree from the University of Hawaii (Communication) and two bachelor's degrees from the University of Minnesota-Duluth (Communication, Journalism).

Where did you grow up? Tell us a little about your family and early education.

I grew up in Duluth – a medium-sized tourist town in Minnesota that is populated exclusively by people who are interested in kayaks, granola, craft breweries, and the current trending brand of outdoor apparel. 

My parents are both teachers. I was lucky enough to grow up saturated with quality instruction and leadership – in all major areas of life. This atmosphere had a significant effect on me and my siblings. My sister has a doctoral degree in music, one of my brothers is working toward his Ph.D. at Mayo Clinic in pharmacology, and my other brother is a freshman at MIT this year. Conversation at the dinner table is not dull.

Is there any particular event or events that had a big impact on you and helped shape who you are today? 

My undergraduate academic advisor at the University of Minnesota (Dr. Ryan Goei) was responsible for lighting my fire for social science research. He set me on the path to the University of Hawaii for my master's degree.

Living in Hawaii had a profound effect on my view of the world and my place in it. With help from the friends and faculty around me, I was able to live simply – while also learning how to scientifically tackle some of the big questions of human behavior and its psychological mechanisms.

Tell us a little about your research and how you came to choose the topic.

Patterns of social behavior are a very challenging and nuanced subject of research. Unfortunately, they are also very fascinating and important, so it is hard to stay away. 

Most of my research interests focus on how and why people form and change opinions about ideas, things, and each other. The explosion of social connectivity via the Internet has created new and exciting opportunities for looking at social influence, social networks, and the diffusion of information. 

What has graduate student life been like for you? 

Excellent. The GSA Lounge has bagels once a week and free coffee every day. What’s not to love? You know where to find me on Wednesday mornings. Grad life has also been busy. I wear many hats, so I try to make every hour of every day count toward the fulfillment of at least one of my diverse goals.

Overall, it has been rewarding. Just being here is a fulfillment of a goal in itself, so I am grateful every day.

Abel competing at the AVP Manhattan Beach Open. Credit: Ed Chan

What do you wish you had known before you started grad school?

1.  How few hours are in a day. 
2.  How few weeks are in a quarter. 

What do you like most about grad school and what do you like least?

I love being exposed to so many diverse research topics. The sense of camaraderie and interdisciplinary opportunity across the UCSB faculty and departments is palpable and inspiring. 

For a first-year student like myself, this blessing can also be a curse. It is difficult to choose to allocate your time and energy on a single, narrow dissertation topic when so many equally interesting topics are also available. 

If research were likened to dating, I’d prefer to be single and playing the field – rarely committing to being in an exclusive relationship with just one research question.

What has been a source of motivation or drive for you in your graduate studies?

Deadlines and program requirements! On a more serious note, no matter the subject, I like to understand how and why things work. We humans often do things that are ridiculous, inspirational, tragic, unpredictable, or brilliant – all before breakfast.

If we can understand the working mechanisms behind these actions, then maybe we can find ways to have a little more of the good and a little less of the bad.

Who are your heroes and/or mentors and why? 

In regards to heroes and villains, it seems that if you truly got to know someone thoroughly, you would neither completely idolize nor completely vilify them. I try to find inspiration from small everyday things in the world around me that exemplify a greater principle that I would like to replicate in my own actions. 

Name an accomplishment you are most proud of and why.

In 2014, I had my first publication, started my Ph.D. here at UCSB, and didn’t succumb to the temptation to give anyone a gift card for Christmas. Right now, those accomplishments are the foundation on which I’m trying to build a bigger and better 2015.

Abel sailing the California coast on a friend's boat. Photo courtesy of Abel GustafsonWhat do you do to relax? 

I compete on the AVP Pro Beach Volleyball Tour.  Most of the major events that I travel to occur during summer break, so that works out well with my school schedule.

During the school year, I have to work very hard to set aside time to train, to exercise, and to eat strategically so that I can continue to perform at a high level.

Pursuing a passion that is so far removed from my research allows me to de-stress and recharge. I do my best schoolwork immediately after a volleyball session on the beach or after training at the gym.

What is one thing people would be surprised to know about you? 

Those in the volleyball circle are generally unaware of the daily grind of grad students. 

Those in the academic circle are generally unaware of the daily grind of aspiring athletes.

However, a Venn Diagram of the personality traits of successful people in the two circles would show a significant overlap.

What do you hope to be doing 5 or 10 years out of graduate school?

Abel stays motivated by working both inside and outdoors. Photo courtesy of Abel GustafsonGetting paid to do something I love. There are a lot of things that I love to do, so I like to think that I don’t have all of my proverbial eggs in one basket. 

I am passionate about my areas of research and about the successful communication of these ideas to a larger audience. I see myself continuing in academia in a way that can further those interests.

Do you have any advice for current grad students?

Your body is not just a vehicle for your big brain. Go outside! Eat healthy! Exercise! We live in Santa Barbara – take advantage of the area.

What was it like winning runner-up in the Grad Slam 2015? How did you prepare?

We all could have talked for an hour about each of our research projects. The majority of the preparation work was just boiling down an entire field of study until all that is left is a tiny, dense kernel of information that expresses our findings and their importance in only three minutes.

It was inspirational to see the incredible research being done by the contestants. I felt very honored just to present alongside them. The award is a pure reflection of the hard work that my fellow grad student Benjamin Smith put into this project.

I’m also grateful for the support and guidance I’ve received from everyone in the Communication Department all year long. I’m so honored to call this place home. 

Anything else you’d like to add?

“Rule #71: No excuses. Play like a champion.”

Mario Galicia Jr. is UCSB Graduate Division's 2015 Commencement Student Speaker. Credit: Patricia MarroquinWhen Ph.D. candidate Mario Galicia Jr. steps up to the podium at the Graduate Division’s 2015 Commencement ceremony to deliver his address as this year’s student speaker, it will be “a coming full circle moment.” The San Bernardino-raised grad student we featured in a January 2013 GradPost Spotlight excelled as an honors student in high school despite being bullied in a gang-plagued community. But he was later expelled from two colleges for failing grades before managing to “get myself back on track” and transferring to UC Santa Barbara, which has been his happy home since 2006.

Mario earned his Associate of Arts degree in Humanities and Social Sciences from the Moreno Valley campus of Riverside Community College in 2005. Here at UCSB, he has earned two degrees: a BA in Chicana/Chicano Studies and Sociology (Magna Cum Laude) in 2008; and an MA in Education, Cultural Perspectives and Comparative Education, in 2013. He will receive his Ph.D. in Education, Cultural Perspectives and Comparative Education, this summer.

For Mario, UC Santa Barbara means home (he and his wife Maria married in the Faculty Club); family (their two children, Michelle and Mauricio, were born in Santa Barbara); community (of mentors, advisors, supporters, and friends who received him “with open arms”); and accomplishments (the former GSA president will be the first in his family to earn a Ph.D.).

“UC Santa Barbara has become special to me because it represents a different chapter in my life,” he told us. Mario took some time to discuss this UCSB chapter; the support he has received along the way; and the message he intends to impart on Commencement Day.

Please tell us what your education at UCSB has meant to you.

My education at UC Santa Barbara has meant a great deal to me. I actually arrived at UCSB as an undergraduate transfer, alongside my wife, girlfriend then, Maria, in the fall of 2006. I went on to graduate in 2008, with acceptance for the fall quarter to the Gevirtz Graduate School of Education. As the first in my family to attend a doctoral program I really had no reference point to ground myself off of, so I had to trust my department, my advisors, as well as other campus resource officials with their counseling. I was lucky enough to receive phenomenal guidance from a great many people willing to help me, even when I didn’t realize I needed the assistance. I learned that altruism does exist in the real world, and I am a fan of paying it forward as a result of my own educational experiences here at UCSB. I may be the first in my family to earn a Ph.D., but I don’t intend to be the last.

Mario Galicia Jr. poses with his family, from left, son Mauricio, wife Maria, and daughter Michelle, after trying on his new regalia.

Who all have been a big support to you as you’ve gone through the higher education process?

I have had a lot of great people support me through my higher education process. Of course there’s my wife and children, who provide me the energy and motivation that I need to get through the tough times of grad school. There are many individuals, from local community programs and organizations, such as the Santa Barbara School District, Casa de la Raza, and Ismael Huerta, that have all helped support me through my studies. I also spent a couple of years at the community college prior to transferring to UCSB so I met some wonderful people during my time there. These individuals were representatives from various departments: Student Services, Associated Students, Title V, and Puente program. I learned that I needed to deal with my past so that I could move forward in my future. They taught me to believe in myself, but also in others. These lessons were important to me because of the negative educational experiences I confronted while in middle school and high school. I’d especially like to thank Dr. Daria Burnett, Jonell Guzman, Dr. Edward Bush, Dr. Valarie Zapata, Salvador Soto, Maria Pacheco, Anna Marie Amezquita, and Donna Plunk for the faith, love, and trust that they’ve demonstrated to me from the beginning of my college career. The same can be said of my friends here at UCSB. Early on we met Bill and Arliene Shelor, Christian Villasenor, Walter Boggan, Mischa Lopez, Elroy Pinks, the Rios family, Michael Young, Stephen Jones, Harold Salas-Kennedy, and last but not least, my committee. I wish that I had the space to include every person who made a difference in my life. These individuals taught me about the core values we hold at UCSB: “Scholarship, Leadership and Citizenship.” Without their advice, referrals, shoulders to cry on, and words of encouragement, I would not have been able to accomplish my goals. 

Why is UCSB a special place for you?

To any outsider, UC Santa Barbara might have a great aesthetic appeal, but to me what attracted me to UCSB was the people. From the very first time I set foot on this campus I was received with open arms. Since then, UC Santa Barbara has become special to me because it represents a different chapter in my life. When Maria and I arrived at UCSB, we were undergraduates and had no idea what it would be like changing from a semester system at RCC to a quarter system at UCSB. We also had no idea what it would be like living with each other. On top of that, I also felt sad to be away from my family and friends. It took me a little while to allow myself to open up to others and let them into my world. Once I did, though, I was met with plenty of friendly faces to offer me a space to vent, listen or learn, while being surrounded by others that were going through similar struggles. I still do miss my family and friends back in San Bernardino, and I visit them as often as possible, but I do feel as though we have made Santa Barbara into our new home. My wife and I were married at the Faculty Club here at UCSB; both of our children were born here, and we hope to raise them here.

Please tell us what kind of message you hope to impart to our graduating grad students at Commencement next month.

Without giving too much away, my speech will address the following: resilience, altruism, and using education as a means to reach our personal goals. We have all faced challenges, whether big or small, and we have also learned a great deal from those experiences; in some cases we learned about the kindness in others’ hearts, and other times we have learned about our own tenacity. What we do with those experiences as we move forward is what’s important. Do we use our education to only benefit ourselves, or is there opportunity for all of us to create change for others; here at UCSB; in our respective communities; maybe even at the state and federal level?

'To any outsider, UC Santa Barbara might have a great aesthetic appeal, but to me what attracted me to UCSB was the people. From the very first time I set foot on this campus I was received with open arms. Since then, UC Santa Barbara has become special to me because it represents a different chapter in my life.' – Mario Galicia Jr.

What are your plans after graduation?

My immediate plan after graduation is to finish my writing so that I can defend my dissertation before the end of summer. I am also on the job market so I am, and will continue to be, applying for employment and post-doctoral appointments. My family and I are also looking for a new residence so we will be apartment hunting as well. Despite the many transitions we are facing this summer I also intend on spending plenty of time with my wife and the kids enjoying the local venues. Long term, though, I know that we would love to be able to find employment in Santa Barbara so we may continue to raise our children in this beautiful community.

Why did you apply to be the student Commencement speaker? What motivated you to do so?

I applied to be Commencement speaker because I felt like it would be a coming “full circle” moment for me. You see, at one point in my college career I was kicked out of two colleges because I failed all of my classes. I managed to get myself back on track and eventually transferred to UCSB. I was fortunate enough to then get hired as a transfer student intern for Admissions, and later as outreach peer for Graduate Division, where I helped provide thousands of students with campus tours. Additionally, as GSA president I also had the privilege of meeting, listening, and conversing with a great deal of our graduate students; I even managed to befriend some of them along the way. I guess when I applied to be Commencement speaker I just wanted the opportunity to be able to send all of us off onto the next stage of our lives, whether it be our careers, or more education.

***

You can hear Mario’s message on Commencement Day, June 14, beginning at 4 p.m. on the Faculty Club Green. For those unable to attend, the ceremony will be live-streamed at the UCSB Commencement Live Webcast page. More information about Commencement may be found on the Graduate Division’s Commencement page.

The inaugural UC Santa Barbara Graduate Education magazine.The UC Santa Barbara Graduate Division is pleased to announce the publication of the inaugural Graduate Education magazine. The magazine, which was more than a year in the making, showcases the “spirited and creative thinkers” who make up UC Santa Barbara’s graduate student body.

In a “Message from the Dean” in this Spring 2015 issue, Graduate Division Dean Carol Genetti said: “While each of the students profiled in the magazine is on a unique path, you will find that they share common elements: dedication to groundbreaking research, invaluable faculty mentorship, and a commitment to using their education for the greater good. These stories show how students transition from their graduate programs into a wide range of careers and how years later their UC Santa Barbara graduate education still shapes their lives.”

The inaugural issue contains nearly a dozen articles on current graduate students, accomplished alums, exceptional programs, and one very special donor, philanthropist Michael Towbes. You’ll find articles featuring brains and a “genius”; biotech trailblazers and a goddess guru; a history-making feminist and a Large Hadron Collider scientist; and more. Dean Genetti says the magazine will be an annual publication from the Graduate Division.

We hope you will take some time to read this magazine, presented in flipbook fashion for easy viewing, and be inspired by the stories of our incredible graduate talent. The Graduate Education magazine truly celebrates you, our graduate students.

Executive Vice Chancellor David Marshall will deliver the keynote address. Credit: Spencer Bruttig, Office of Public Affairs and CommunicationsThe Graduate Division is delighted to announce that Executive Vice Chancellor David Marshall will be the keynote speaker for the Graduate Division's 2015 Commencement ceremony on June 14 at 4 p.m. on the Faculty Club Green.

Dr. Marshall assumed the position of Executive Vice Chancellor in September 2014 after an extensive national search. This appointment followed many years of distinguished academic leadership as Dean of Humanities and Fine Arts; he is also a professor of English and Comparative Literature.

Dr. Marshall received his B.A. from Cornell University and a Ph.D. in Comparative Literature from The Johns Hopkins University. He then went on to a professorial appointment at Yale, where he served as Director of the Whitney Humanities Center, Chair of the English Department, Director of the Literature Major, and Acting Chair of Comparative Literature, among other appointments. A Guggenheim Fellow, his research focuses on 18th-century fiction, aesthetics, and moral philosophy. He is the author of four books and numerous essays on Homer, Shakespeare, Austen, Lennox, Mackenzie, Rousseau, Wordsworth, Hume, and Rilke, among others. His 2005 book, “The Frame of Art: Fictions of Aesthetic Experience, 1750-1815,” was awarded the prestigious Louis Gottschalk Prize by the American Society for Eighteenth-Century Studies.

The Graduate Division's Commencement keynote speaker, UC Santa Barbara Executive Vice Chancellor David Marshall, 'is an erudite scholar, a brilliant speaker, and has a remarkable view of higher education in our 21st-century landscape. It is sure to be a rich and thought-provoking speech!'
– Graduate Division Dean Carol Genetti

Dr. Marshall joined the UC Santa Barbara faculty in 1998 as Dean of Humanities and Fine Arts, (later endowed as the Michael Douglas Dean of Humanities and Fine Arts), a position that he held for 16 years. For seven of these years, he also served as the Executive Dean of the College of Letters and Science. Through these positions, Dr. Marshall served to significantly shape the interdisciplinary landscape of UC Santa Barbara. One example of this is his creation of the Carsey-Wolf Center for Film and New Media, including its Environmental Media Initiative, which brings together faculty and students from the humanities, social sciences, marine sciences, and the Bren School of Environmental Science and Management. He is especially interested in supporting efforts in sustainability and environmental studies at UC Santa Barbara, “where we have strengths in almost every discipline across campus,” he said.

Dr. Marshall is nationally recognized for his ardent advocacy of the public university, liberal arts education, and the humanities and arts. He serves as President of the Board of the National Humanities Alliance, which advances humanities policy in the areas of research, education, preservation, and public programs; he was also past Chair of the University of California President’s Advisory Committee on Research in the Humanities, which oversees the UC Humanities Network.

"I am delighted to bring our new Executive Vice Chancellor to the Graduate Division Commencement ceremony,” said Graduate Division Dean Carol Genetti. “I have had the honor of working with him in the Division of Humanities and Fine Arts and as Dean of the Graduate Division, but I recognize that there are many people on this campus who don’t know him and have not had a chance to hear him speak, and this is especially true of our graduate students. They are in for a treat: He is an erudite scholar, a brilliant speaker, and has a remarkable view of higher education in our 21st-century landscape. It is sure to be a rich and thought-provoking speech!”

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You can hear Dr. Marshall’s address on June 14 at the Graduate Division’s Commencement ceremony, which begins at 4 p.m. on the Faculty Club Green. For those unable to attend, the ceremony will be live-streamed at the UCSB Commencement Live Webcast page. More information about Commencement may be found on the Graduate Division’s Commencement page. Also, you may read the Office of Public Affairs and Communications’ article “Here Comes Commencement” for a roundup of all the Commencement ceremonies. Don’t forget to use the hashtag #UCSB2015 on your social media photos and other posts to be featured on the Webcast page.

Two UC Santa Barbara Ph.D. students, energized by their experiences mentoring undergraduate researchers, have been rewarded with the Fiona Goodchild Award for Excellence as a Graduate Student Mentor of Undergraduate Research.

Stacy Copp of Physics and William Ryan of Psychological and Brain Sciences are recognized for distinguishing themselves through their excellence in, and contributions to, undergraduate research supervision; and for encouraging others to become involved in these research efforts. Candidates were nominated by an academic department or program, or by an organized research unit; and selections were made by the Academic Senate Committee on Undergraduate Student Affairs. Stacy and Will received certificates of recognition and $500 honorariums.

We interviewed Stacy and Will on topics related to their graduate education and their work as mentors. They shared that mentoring is much more than just teaching someone to do good work. It also entails advising, encouraging, and supporting the mentee in their future career endeavors. For Stacy and Will, mentoring undergraduate researchers is one of the most rewarding experiences of their graduate education. And they told us that the learning goes both ways; the undergrads have taught these graduate students as well.

WILL RYAN

On his own research:

William Ryan, a Ph.D. student in the Psychological and Brain Sciences Department. Credit: Ryanne BeeI am a fourth-year Ph.D. student in the social psychology area of the Psychological and Brain Sciences Department. I am eclectic in my research interests, but broadly speaking am focused on various types of social threat, specifically in relation to non-normative or stigmatized identities. So far I have done work on homophobia, coming out as LGBTQ, attachment in polyamorous relationships, and the ways in which people think about the content of gender roles. I am particularly interested in the types of social support that allow individuals to integrate or come to terms with identities that are conflictual, stigmatized, or otherwise difficult in some way as well as the impact such integration has on psychological and physical health. I study these questions using a variety of methods, including self-report, structured interviews, implicit (reaction time) measures, and physiological measures (such as heart rate, blood pressure, and blood flow). Research methods themselves are a big part of my work; a colleague and fellow grad student, Matt Cieslak, and I have recently published a paper on integrating blood flow measures (“impedance cardiography” is the technical term) with brain imaging measures (functional magnetic resonance imaging, or fMRI). To make possible this integration, we developed a new software to score and analyze this data that is quickly being adopted by other researchers. 

On supervising undergraduate researchers:

My goal when working with students has been to help them gain confidence in their ideas and in their ability to contribute to intellectual discussions and empirical studies. Many of my students have gone on to pursue graduate degrees and others have landed jobs as lab managers and data analysts. A number of my students have especially flourished in this environment, ultimately conducting their own research projects on questions they developed within our lab setting.

I work with students in a lot of different capacities and through a variety of programs. Since starting at UCSB almost four years ago I have mentored over 30 undergraduate research assistants working in the Research Center for Virtual Environments and Behavior (ReCVEB; of which my advisor, Dr. Jim Blascovich, is the director). Working in the lab, students assist with running subjects through psychological studies. Because of the types of studies we conduct, students are trained in methods including virtual reality technology, cardiovascular measures (heart rate, blood pressure, blood flow), and brain imaging (fMRI). In addition to the regular work of running studies and coding data, I supervise many students doing independent projects. Three of my students have received Undergraduate Research and Creative Activities (URCA) grants to fund their research and several others have received FRAP (Faculty Research Assistance Program) funding for their projects. I have also supervised eight students doing an independent study in fulfillment of their departmental lab requirement (190L). Each of these students completes their own project and writes it up as a full research paper. 

In 2012 I supervised four undergraduate students from the Computer Science department on their Capstone project. I assisted these students in applying their CS skills to developing an immersive virtual simulation of a “cyberball game,” a classic rejection paradigm used in social psychology. These students made a 3D model of Storke Tower and the surrounding courtyard and integrated the Kinekt with existing immersive virtual reality equipment to track motion in real time. That same year I also mentored an undergraduate from Jackson State University through the 2012 Summer Applied Biotechnologies Research Experience (SABRE) program hosted through UCSB’s Institute for Collaborative Biotechnology (ICB). 

Currently I work with six research assistants, two of whom are doing independent projects. Suzanne Becker is conducting a study examining LGBTQ individuals’ coming out experience and the dimensions of religiosity that lead others to respond negatively. She received an URCA grant to fund this project. Alexis Isaac is working on a line of research examining the psychological factors that underlie the relation between support for stigmatized identities and well-being. Alexis will continue this line of work as she studies abroad in England next year working with Dr. Netta Weinstein, a former mentor of mine. 

On the rewards and challenges of mentoring:

Working with undergraduate students in the lab is by far the most intrinsically rewarding aspect of my graduate work. The challenges have been few and have mostly been in regard to managing my time and attention between projects. I've never been the most organized of people so scheduling everyone in an active lab has been a learning process for me. I truly enjoy working with students and gain a lot from these experiences. My students make me a better researcher and teacher; they expose me to new ideas and literatures, they keep me on my toes with their insightful questions. They are also very patient with me in explaining how to get to places on campus when I do leave the basement lab. I think most importantly, working with students reminds me of the excitement I felt when I first got into psychology. Grad school is long and hard and it's easy to lose sight of that spark. Seeing that excitement in students helps fuel my enthusiasm for the work I do. 

On what the award means to him:

I am very honored to have won this award. It's always nice to receive recognition, but what's really rewarding is all that I described above. 

STACY COPP

On her own research:

Physics Ph.D. student Stacy Copp. Credit: David CoppI am a fourth-year Ph.D. student in Physics, and my research focuses on tiny fluorescent clusters of silver atoms that are encapsulated by DNA. I am studying how the sequence of DNA selects clusters of varying colors, and I am also using DNA as a tool to arrange these clusters on the nanoscale. Metal clusters are exciting because they exhibit properties that are characteristic of both molecules and metals, and their interactions are little-studied. We are hoping to explore these properties, with an eye toward applications in sensing, imaging, and optical materials. (Editor’s note: Stacy is one of four UCSB students selected to attend the Lindau Nobel Laureate Meeting this summer in Germany.)

On supervising undergraduate researchers:

I have mentored 10 undergraduates in the Beth Gwinn lab at UCSB.  My primary role as a mentor is to guide undergraduates through the research process by developing projects that are interesting, relevant, and achievable for busy undergraduates, by teaching them necessary lab and data analysis skills, and by providing frequent feedback on their results. Three of my mentees have co-authored journal articles with me: Alexander Chiu, Mark Debord, and Kira Gardner. We are also in the process of preparing a manuscript for submission with a fourth undergraduate, Alexis Faris. However, being a mentor is more than just teaching someone to do good work in the lab – it is also about supporting that person’s future career. When I was an undergraduate, I was blessed with several wonderful graduate mentors whose support and encouragement helped me see my own potential. One of my mentors, Dr. Ben Kalafut, was especially instrumental in encouraging me to apply for scholarships and grad school. I owe much of my success to Ben’s selfless investment in my education and development as a researcher, and he inspired me to incorporate undergraduate mentorship into my own research as a graduate student. Thus, when I mentor undergraduates, I also focus on preparing them for whatever they want to do after graduation. This means that I start pestering my students about considering grad school, industry, or national lab jobs and taking the GRE’s when they are juniors, and I talk to my seniors about their future plans and help them edit grad school and job applications (if they want the help!).

Our lab is particularly committed to providing research opportunities for transfer students, who spend only two short years at UCSB and thus have less time to join and establish themselves in research groups. Half the students I have mentored have transferred to UCSB as juniors. I especially enjoy working with these students because they display incredible work ethics – with such a short time at UCSB before graduation, they still manage to adjust to a new environment, excel at upper-division coursework, and do great work in the lab. One of these transfer students, Kira Gardner, is now a graduate student at Stanford. Another, Mark Debord, is a successful researcher for the U.S. Navy, and Jacqueline Geler Kremer just received a prestigious fellowship from University of Texas at Austin, where she will pursue a Ph.D. in Physics. I find working with transfer students incredibly rewarding, and I plan to make this something I continue when I am a professor. 

Stacy Copp, top left, and other members of the Beth Gwinn Research Group. Credit: David Copp

In addition to guiding undergraduate researchers in my lab, I am also involved more broadly in recruiting undergraduate researchers and improving their opportunities to present their work. In my first year at UCSB, Professor Mark Sherwin invited me to talk to his Physics class about my experiences as an undergraduate researcher and about the importance of doing research as an undergraduate. I have given a number of similar presentations since then and have even recruited some of our own lab's undergraduates in this way. Many students just don't know about the opportunities that exist for them, so these types of presentations are crucial for informing students about their options. In addition to recruitment, I also organized the first UCSB Physics Symposium for Summer Undergraduate Research last year. This program provides undergraduate researchers an opportunity to give talks about their research findings to a general physics audience. As part of the program, I also teach the students how to give a scientific presentation, I provide assistance as they prepare, and I encourage them to consider graduate school. The UCSB Physics Department and the KITP graciously sponsored the event, and I plan to organize a second event this September. Keep an eye out for our event – we would love to have lots of people attend!

On the rewards and challenges of mentoring:

Stacy Copp, right, works with mentee Jacqueline Geler Kremer in the Beth Gwinn Group lab. Credit: Steven Swasey Mentoring undergraduates is one of my favorite parts of academic research because, despite the many challenges, it is so rewarding to see students develop as scientists. One challenge of supervising undergraduate research is adjusting to individual research and communication styles. This is something that is impossible to learn in graduate classes. I have supervised students who are very independent and prefer a hands-off mentorship style, as well as students who flourish with more guidance and encouragement. At first, finding a balance in my involvement that is right for a particular student was a real challenge, and I still find this one of the more difficult parts of undergraduate mentoring. Another challenge is choosing an appropriate project. The ideal project captures and retains interest, is at an appropriate skill level, and is highly relevant to our group’s research so that the student can contribute to publications. It is often incredibly challenging to satisfy all three conditions. I am grateful that my advisor, Professor Elisabeth Gwinn, has given me many opportunities to brainstorm projects for our undergraduates over the last few years. Her careful guidance and correction have helped hone my project-choosing skills. Finally, there is the challenge of having enough time to juggle your own projects with your students' projects. This is something that I still need to learn to do better!

The rewards of mentoring undergraduates far outweigh the challenges. As people who are new to research, many undergraduates have an excitement that is contagious. Seeing one of my students get excited about their results makes me more excited about my own work. It is also extremely rewarding to see my mentees succeed after graduation. This year we have three undergraduates who are graduating and going on to grad school and industry: Alexander Chiu, Alexis Faris, and Jacqueline Geler Kremer. I am so very proud of how they have developed as researchers and as people in the last few years! In addition, working with undergraduates has been incredibly beneficial for my research because they bring a fresh perspective and an incredible creativity to the topics that our lab studies. For example, one of our talented undergraduates who graduated in 2013 came up with the idea of using machine learning algorithms to understand patterns in large data sets that I had generated. It turned out that Mark Debord's idea was a great one, and we have since won an NSF grant to continue this research and have published two papers on our results. Without Mark's unconventional idea, we might never have made such progress on that topic.

I have learned just as much from my undergraduate mentees as I hope they have learned from me. The opportunities I have had to supervise undergraduate research in our lab have taught me skills that will be crucial when I have my own research group someday. These are skills that you cannot learn in the classroom, so I am very grateful to my advisor for the many chances I have had to develop as a research supervisor. I have also gained a much deeper appreciation for the graduate students, professors, and research scientists who have mentored me in the past. It is not always easy to be a mentor!

On what the award means to her:

I am very honored and humbled to be selected for the Fiona Goodchild award because the credit really goes to all the wonderful undergraduates who have worked with me for the past four years. Their hard work, creativity, and excitement have impacted my own research and career goals in incredible ways, and I know they will go on to do great things in the future. I am also humbled to have been chosen for this award because many of my fellow graduate students at UCSB are incredible mentors to undergraduates and have taught me how to be a better mentor. No person is an island, and I owe a great debt of gratitude to many past research mentors, both PI’s and graduate students, whose own investments in my research have inspired me to give back to the next generation of researchers.

***

Congratulations to Will and Stacy!

Graduate Division Assistant Dean Christian Villasenor accepts the Margaret T. Getman Service to Students Award. The recipients and the audience shared a lighthearted moment when it was mentioned that Villasenor's mother-in-law was in the crowd. Credit: Patricia Marroquin

With an enthusiastic cheering section that included Graduate Division staff members, his wife – and even his mother-in-law – looking on, Assistant Dean Christian Villasenor was presented with the 2014-15 Margaret T. Getman Service to Students Award on Thursday morning at the Student Affairs divisional meeting in Corwin Pavilion.

Mary Jacob, Acting Vice Chancellor for Student Affairs, and Willie Brown, Executive Director of Housing and Residential Services, present the Getman award to Graduate Division Assistant Dean Christian Villasenor. Credit: Patricia MarroquinVillasenor, a UCSB alum, was one of six staff and faculty members to receive the Getman, named for the former Dean of Student Residents and honoring those who have demonstrated an extraordinary commitment to the general growth and development of students and to the quality of student life.

In presenting the award to Villasenor, Associate Dean Don Lubach told the audience that no matter who you are, whether the Dean of the Graduate Division or a friend of Villasenor’s young son, he treats everyone equally.

“You get the same Christian experience,” said Lubach. “It involves being listened to, it involves his dry wit. And when the experience is done and you’ve talked with Christian, your life is always a bit better than it was a few seconds before.”

Lubach wrote in his nomination letter: “Time and again, I have observed Christian improve the life of a struggling graduate student by making a referral, looking up something on the computer without delay, listening to a gripe, and offering words of authentic encouragement.”

Christian Villasenor and his wife, Briana Villasenor. Credit: Patricia MarroquinGraduate student Zach Rentz said Villasenor was both an advisor and a mentor to him during his year as president of the Graduate Students Association. “But I’m most lucky to call Christian my friend.”

Zach said Villasenor provided guidance through many of the difficult situations he faced over the past academic year.

In his nomination letter, Zach wrote: “Christian is the most committed person I know on this campus with regard to graduate student life. He is available 24/7 (and seemingly working such hours) and all geared towards the graduate students. He works on nearly all issues that we face, from housing and health care to funding to fellowships. Christian is also extremely sensitive to the needs of the minority, LGBTQ, and international graduate students, all students that have a more difficult time at UCSB than our more traditional students; and without his time and efforts, these students' experiences here would be materially poorer.” Zach added that not only is Villasenor “an excellent dean and administrator, but he is a genuinely caring and kind man.” 

Dean Carol Genetti wrote of Villasenor, who has been Assistant Dean in the Graduate Division since 2008: “Within the Graduate Division, he is the hub around which all graduate student support revolves (admissions, financial, academic, employment, professional development), and he is also our primary liaison to the broader network of support services for students on campus. … In each and every one of these tasks, Christian is entirely motivated by a desire to make a positive difference in the lives of students, and he is extremely effective in doing so.”

Jennifer Sheffield Bisheff of the Graduate Division, center, was among the Getman nominees, along with Kathleen Batchelder, left, and Catherine Boyer. Credit: Patricia MarroquinVillasenor told the GradPost that he is honored to have been selected for the Getman award. “I am dedicated to serving our students and being an advocate for graduate education at UCSB,” he said. “I appreciate the recognition for the work that I do on behalf of our students and the University. I also want to give credit to our outstanding leader, Graduate Dean Carol Genetti, and the fantastic Graduate Division staff who work so hard in support of our students and with whom I share this award.”

Other recipients of the 2014-15 Getman award are: Amit Ahuja, Political Science; Sharon Applegate, Sociology; Katya Armistead, Office of Student Life; Klint Jaramillo, Resource Center for Sexual and Gender Diversity; and Katie Maynard, Geography. The winner of the William J. Villa Departmental Service to Students Award is Associated Students. Getman nominees included another member of the Graduate Division staff, Jennifer Sheffield Bisheff, Assistant Director, Fellowships.

For more information about the Getman and Villa awards, read the Office of Public Affairs and Communications news release, “In Service to Students.”

Recipients of the 2014-15 Margaret T. Getman Award are, from left, Christian Villasenor, Katie Maynard, Amit Ahuja, Sharon Applegate, Katya Armistead, and Klint Jaramillo. Credit: Patricia Marroquin