A Postcard From: Jenisha Stapleton ’20

As an Undergraduate Summer Research Fellow at Fox Chase Cancer Center, I have been conducting epidemiological research in the Cancer Prevention and Control Program. I work specifically in a lab that conducts research that aims to better understand cancer disparities in populations of African ancestry. The principal investigator (my supervisor) is a cancer epidemiologist and specializes in the molecular and social epidemiology of cancers in the African diaspora. Together we designed the summer research project that I am currently undertaking. The goal is to assess the differences in cancer risk factors, risk behaviors and health-seeking patterns among the three black sub-groups of the African diaspora (U.S., African, and Caribbean origins) living in the Philadelphia County compared to those of their native countries using methods in statistical analysis, namely meta-analyses. Thus far, I have spent the majority of my time locating and abstracting data necessary for performing the meta-analysis. While I was initially overwhelmed with the amount of data I had to carefully examine, my commitment to the study has sustained through these tedious moments. My next step is to access the Philadelphia dataset and abstract the relevant data for comparative analysis. In addition to my primary project, I am also gaining exposure to epidemiology study designs and applications. I have been able to assist with recruiting and enrolling participants and collecting biospecimens for other objectives in the lab.

I was inspired to apply for this opportunity based on an experience last summer.  With support from the LILAC STEM in Society Fellowship, I returned home to intern with the Epidemiology Division of the U.S. Virgin Islands Department of Health. I experienced how epidemiology is applied and how it informs public health strategies and communication.  After having conversations with my supervisor, an epidemiologist who had an extensive research background, my interest in participating in epidemiological or public health research was adequately stimulated. As a biology major, I was disappointed to learn that the department did not offer opportunities to engage in epidemiology. This, coupled with my desire to conduct research in this area, sufficiently motivated me to actively seek out this researcher, which resulted in this opportunity.

It has been a great learning experience! I am gaining skills in statistical analysis and exposure to study design which provides real world context of content taught in the Experimental Design and Statistics course I intend to take in the spring. In addition to learning and growing, I am grateful for the opportunity to receive mentorship and network with my supervisor and the lab staff. Their journeys to epidemiology and public health have informed my personal career path and have further influenced my decision to pursue research opportunities and also a Master of Public Health with a concentration in Epidemiology.

Jenisha Stapleton

A Postcard From: Emma Hoffman ’20

Name: Emma Hoffman
Class Year: 2020
Major: Environmental Studies
Hometown: Saratoga, Calif.

Placement: The School District of Philadelphia (SDP)
Job Title: GreenFutures Intern
Location: 440 North Broad St, PhiladelphiaSchool District of Philadelphia

I spent this summer working at the SDP’s Office of Environmental Management & Services as a GreenFutures intern. GreenFutures is the District’s first comprehensive five-year sustainability management plan and has five key focus areas:

  • Education for Sustainability (EfS)
  • Consumption and Waste
  • Energy and Efficiencies
  • School Greenscapes
  • Healthy Schools, Healthy Living

Whiteboard Planning

Most of my time was spent on Education for Sustainability, which focuses on implementing lasting and sustainable practices both inside and outside the classroom, and involves teachers, administrators, students, parents, and the greater community. It’s important to note that EfS is teaching for and not about sustainability. Unfortunately, EfS is commonly mistaken for earth science when in fact it is far more! It recognizes that teaching about climate change is important but setting up the framework for students to recognize patterns, take responsibility, and invision solutions is far more valuable. The core standards emphasize an understanding of and appreciation for systems, networks, social responsibility, and cross-discipline communication, and can be applied to any subject area (just like the work I did in my Climate Change 360 program!) Throughout the summer I put together a slide deck to explain EfS to non-science teachers. Some other projects I got to work on included:

  • Interviewing current teachers on how they’ve “sustainablized” their classrooms using EfS standards (one of whom is a BMC alum!)
  • Researching and writing various posts for the GreenFutures blog (how to pack a zero waste lunch, what is Integrated Pest Management, natural alternatives to chemical bug sprays, etc.)
  • Consolidating a Community Partners list of helpful organizations and contacts
  • Promotional posters (+a blog post) about the Philadelphia Rodent Academy
  • Playing phone tag with the Pennsylvania Department of Transportation (and eventually locating the correct paperwork for the School District to apply as a business partner for a project on safe routes to school)
  • Writing a Scope of Work document for Student Driven Energy program proposals
  • Assembling sustainability themed book and movie lists
  • Drafting promotional tweets and contributing to the grant proposal for Litterati, a community litter mapping initiative
  • Editing the 2018 GreenFutures Annual Progress Report (look for my name at the end in Acknowledgements!)

In addition to working at the 440 building (named for the District’s street address), I also got to see more of Philly. I met the Philadelphia Eagles at the annual Eagles Playground Build (probably the coolest first day of work an intern has ever had), got a private tour of environmental art included in the Philadelphia Museum of Art’s Modern Times exhibit, and explored the catacomb-like basement and future vermicomposting site underneath Reading Terminal Market.

Mural This summer was an incredible opportunity that I would never have experienced without Bryn Mawr’s connections to GreenFutures. As a student studying the environment and living with the short-sighted stance of our current federal government, it was relieving and inspiring to see forward-thinking programs and people committed to improving our future. I don’t yet know exactly what I want to be doing with the rest of my life, but I am glad to see that there will be plenty of ways to be involved for sustainability.

A Postcard From: Creighton Ward ’20

I spent my summer as an intern at the Farmworker Legal Aid Clinic (FLAC) at Villanova’s Charles Widger School of Law. Overall, it has been an illuminating and enjoyable summer, and I’m extremely grateful to my supervisor and coworkers, who have shown me so much about the legal world. In the clinic, I was able to gain first-hand experience of community lawyering, work with clients, and learn more about the politics of immigration law.

I was drawn to a legal internship in immigration because it satisfied an interest in social justice and gave me the opportunity to explore a possible career in the law. To fulfill the requirements of my Political Science major, I took a class on race and law during the spring semester of my sophomore year. In that class, I was able to understand how contemporary narratives that criminalize immigrants are continuous with a longstanding history of homegrown racism and xenophobia in the United States. Laws and public opinion are powerful and mutually reinforcing, and it was in that course that I understood how important activists and organizers are in influencing national discourses. At my internship, I understood this much more acutely, as I saw lawyers collaborating with community organizers and local organizations to defend clients and improve their practice.

Understanding the legal obstacles that undocumented immigrants face in the U.S. has sharpened my feelings about local politics and the current administration’s strengthening of Customs and Border Protection. This was a politically significant summer for the city of Philadelphia, as people mobilized and called for an end to the city’s sharing of the PARS database with Immigration Customs and Enforcement (ICE). When the news broke that the Occupy Ice protests had been successful, and Mayor Kenney announced that Philadelphia would not renew its data-sharing contract with ICE, it was a reminder of what can be achieved when people—not just those experienced in the law—stand together to protect vulnerable communities against injustice. This was achieved through the hard work of immigrant rights organizations such as Juntos, VietLead, and others who have been fighting to end the contract with PARS for years. The clinic has collaborated with some of these organizations and continues to explore the ways that it can support advocacy groups and learn from them.

Working at the clinic often challenged me to do things that I didn’t have experience or background knowledge in, and gave me many opportunities to work on my interpersonal skills in client relationships. There were many times where I observed things—interviews, oral arguments, teaching moments, for example—but there were also times where I was given responsibility to contact clients on my own time. I lack confidence in most situations when I’m talking to people I don’t know well, so this was an opportunity for personal and professional growth.

My internship experience was made special not only because of what I was able to do and observe but also because of the people I spent most of it with. My coworkers, who are law students and undergraduates like myself, are hard-working, intellectually curious, helpful, and friendly. My supervisor, Professor Caitlin Barry, is nothing short of incredible. Her commitment and knowledge shines in her work as an educator and advocate. These people have provided me with valuable guidance this past summer, and will continue to be a source of inspiration in the academic year to come and beyond.


A Postcard From: Elizabeth McGuire ’20

Name: Elizabeth McGuire
Class Year: 2020
Major: Anthropology and Classical and Near Eastern Archaeology
Hometown: Veazie, Maine
Internship Placement: Transylvania Bioarchaeology
Job Title: Student
Location: Cluj-Napoca, Romania

What’s happening at your internship? 

My field school is currently working in Jucu on a rescue excavation. Although the land is protected, companies are developing the land and the construction is subsequently destroying the burials. This summer, we have been working to recover the remains and associated material culture.

Dig site in Transylvania

Students participating in this program alternate weeks on site and in lab. At the beginning of the field season, we spent the majority of our time on site doing heavy excavation using mattocks (similar to pick axes) and shovels to get down to the archaeological layer. That proved to be very difficult! After mattocking back a layer, we would use trowels to clean the area and look for signs of grave cuts and fill. Once the layer had been identified we began fine excavation using trowels, brushes, and small wooden tools to carefully uncover the individual buried below.

On lab days, we start with lectures on topics ranging from human osteology, archaeological theory, and paleopathology. Students taking part in this program have varying levels of experience and are at different points in their education, so lectures are crucial at getting everyone on the same page. As the youngest and least experienced student here, I definitely appreciate them! After lecture, we spend time in the lab applying what we have learned, including identifying pathology and determining age and sex of fragmented skeletal remains.

Archaeology students

Why did you apply for this internship?

After taking Professor VanSickle’s bioarchaeology class last year, I discovered my interest in biological anthropology and how it relates to archaeology. It was important to me that I spent some time this summer becoming more familiar with the discipline in order to make more informed decisions about graduate school. As a Classical and Near Eastern Archaeology major, I have taken a lot of classes that focus on material culture, so it has been interesting to study the primary sources that inform our understanding of the past—the people themselves. There is a lot that we can learn from them!

This program has given me exactly what I was looking for—proper field training, a crash course in human osteology, and experience handling and analyzing fragmentary remains. Although it is difficult to identify bone fragments first, it is important to practice doing so. More often than not, fragments are recovered rather than perfectly preserved bone. It has also been great to talk to professionals in this program about how they chose their areas of focus.

Learn more about Bryn Mawr’s Classical and Near Eastern Archaeology Department.

Living in a new city? What has that experience been like for you?

Living in Cluj has been amazing! The program accommodations are about a 25-30 minute walk to the main square—the city center.  I have been enjoying trying out different coffee shops with some new friends before lecture on lab days. We recently discovered iced lavender lattes and have been hooked ever since!

There has been a city sponsored event every weekend we have been here, including Jazz in the Park, the Street Food Festival, and most recently Electric Castle.

The program also takes us on a short field trip throughout Transylvania, highlights including Brasov, Sibiu, and of course, Sigisoara, the birthplace of Dracula.

Can you talk about the skills you are learning and why they are important to you?

Learning objectives of this program include becoming familiar with methods of skeletal analysis and assessing their strengths and weaknesses, identifying and recording pathological conditions, and practicing proper methods of excavation. Before coming to this field school, I had limited experience with archaeological excavations and no experience working with fragmented bone. This has been an incredible experience overall! I have learned so much over the past five weeks and I am looking forward to applying these skills in my praxis next semester.

Elizabeth McGuire digging at site

Another important aspect of this program have been our discussions about bioarchaeological theory and ethical considerations. Although we can learn a lot from the human skeleton, there are limitations to our methods. We have to be careful about making assumptions about individuals past activities and lifestyles because we should not be giving them new identities. I think one of the most important things that I will take away from this experience is knowing what we can learn from archaeological remains and what we cannot. That knowledge is going to help me critically approach bioarchaeological research and literature in the future.

Learn more about praxis courses.

A Postcard From: Katherine Sweasy ’20

My internship has been spent learning about brain cell structure, and how it relates to schizophrenia. I have been spending my time analyzing brain cell images at the Kwan lab in the department of Psychiatry at Yale University.  I’ve been a psychology major since the beginning of my time at college, but only this year have realized my interest in neuroscience. More specifically within neuroscience, I wanted to learn about neuronal structure and development, and thus sought out to do so in a research setting.

My primary task has been to analyze the brain images of several different mice with differing experimental manipulations. The lab utilizes ketamine with the animals, as there is literature to suggest its efficacy as a model for understanding schizophrenia in regards to cellular function, as well as modeling observable symptoms that, when injected with ketamine, are similar to Schizophrenia in humans. This being said, the injection of ketamine in order to study it’s impact on brain activity is utilized as an experimental manipulation.

There are also certain groups that have a genetic manipulation, such as a SHANK3 gene mutation. This mutation is used due to its significance to Schizophrenia: although it cannot be considered the primary cause of Schizophrenia, this gene that is responsible for building a protein that aids in neuron development and mutation of this gene hugely increases a diagnosis for schizophrenia. In light of this, animals with this mutation are valuable to study.

The data was collected in vivo, advantageously allowing for the brain activity to be observed as the animal was present and alive. This brain activity was visualized for the eye to see by using protein calcium sensors, called GCaMP6 that indicated brain activity when injected into the brain. More specifically, the sensors detect the calcium released when neurons ‘fire’. My task has been to look at these in vivo brain images through a program in Matlab (see the image below for an example of what the images look at and how they are set up for analysis).

As I go through the frames of these images, I indicate the neuronal spines that are located near the dendrites, the long white branches in the images. As a brain cell activates, the GCaMP6 makes the dendrites and it’s accompanying spine ‘light up’ when its visualized. These are both important parts of the neuron, and play a role in the dysfunction of brain communication in Schizophrenia.

As an additional task, I also get some experience in brain histology. I occasionally prepare brain tissue by slicing preserved mouse brains and mounting them on slides. These are to be imaged later. This experience has given me a valuable understanding of the skills need in research, especially in a neuroscience laboratory. It requires a combination of technical skills as well as critical thinking of the project. I’ve been able to gain skills to function independently, which has been very rewarding.

I am most grateful for what I have learned at this internship. I’ve learned about neuronal structure in a deeper capacity than I have in previous classes. Additionally, this experience has helped highlight the gaps in my knowledge pertaining to cell biology and has undoubtedly influenced further areas of study for me.

Diagram of Neuron

Diagram of Neuron


A Postcard From: Eunsoo Jang ’20

I’m a digital curriculum intern working under LITS. Throughout this internship, my partner and I have been taking on three projects. One of them is helping one of the economics professors with making Moodle lessons. From this project, we’ve been learning a lot about what goes on in the back end of Moodle. It’s very interesting because as BMC students, we also use Moodle, but we never see the back end of Moodle. I probably would not have been able to have the experience of that if it weren’t for this project. Also, through this project, I learned to do a lot about troubleshooting because everything was very new to me.

The next project that I’m working on involves the BMC library scavenger hunt. Because there was a lot of problems with accessibility in the previous one, our project was to make an augmented reality scavenger hunt. So we are using software called Aris to help us make this AR scavenger hunt. In this game, we mostly use QR codes. People who have iOS devices can use their own, but otherwise will have to borrow one of the iPods from the library. They will use the iOS device to download the app, Aris, and will go around the library to complete the missions in the game. Also there will be iBeacons that will help them learn information about each floor in the library. While we were making this game, we were deciding which colored paper we would use to put the QR codes. So we put different colored paper in the office where I work with interns, and they voted for what they liked. And the last two candidates were pink and yellow. Below is a picture that shows this.

QR Codes for Scavenger Hunt

Learn more about the scavenger hunt for BMC libraries.

The third project that I’m working on is making interactive content with the topic of digital competencies. The BMC digital competencies are very useful tools for BMC students, but many students don’t know about it. I took a lot of time learning the digital competencies myself and started trying out different ways to make content about digital competencies that could be active and fun. The one my partner and I decided on doing was making an interactive video. The interactive video is about learning all the digital competencies and reflecting on what kind of skills the person has gained or would like to gain in the future. We used a website called Biteable which we used for putting in animations for the video. Learn more about digital competencies.

This internship reminded me of my BMC academic semesters because there was a lot of multitasking to do. I’ve learned so much about communication and reflective practice and am still learning many more things as a digital curriculum intern. I am hoping that this experience would not only help me with my future after graduation, but during my remaining BMC years.

A Postcard From: Aubrey Donisch ’20

Name: Aubrey Donisch
Class Year: 2020
Major: Dance and Sociology
Hometown: Minneapolis, Minn.

Internship Placement: Keshet Dance and Center for the Arts
Job Title: Summer Intern and Assistant Teacher
Location: Albuquerque, N.M.

Hello hello from the hot, high desert!

It’s been a great five weeks so far at Keshet (a seemingly popular name for many internship opportunities for BMC students this summer!)—a non-profit center for dance and the arts. Keshet works with the Albuquerque community in several different ways: As a professional company, they employ professional dance artists for performance opportunities, as a studio they work with all ages and abilities, and as educators, they teach movement curriculums in Albuquerque’s juvenile justice facilities.

I have been working on research projects involving the M3 curriculum as well as organizing and compiling national, state, and county juvenile justice data. I have also been working on outreach projects for an Arts and Juvenile Justice Convening happening in August and hosted by Keshet.

In addition to this office work, I have been able to do something that I really love: teach dance.

Keshet is in Summer Camp mode right at the moment, and I’ve taught a modern dance to 14 6- through 8-year-olds. Together, we created a piece that was performed at the end of their camp week. I was told by one of the students that it was “the hardest piece they had to do all week,” so I’m glad I was able to give them a challenge. There was much jumping, leaping, rolling, negative space statues, and imagery of monkeys picking fruit—it was really fun to make.

I was also able to teach some All Abilities/Adaptive dance classes in Farmington, N.M. I went on a three-hour excursion through the mountains with another Keshet teacher, and the mix of dance and incredible scenery really made the weekend special.

I ended up at Keshet through a series of serendipitous events, but mainly because I love dance and arts communities that are truly inclusive and active in community-building and social justice. Keshet’s M3 program, working in juvenile justice facilities and their practice of dance for all abilities shows, to me, the true potential and impact of the arts. Keshet is also very similar to the organization I danced with in Minneapolis from the age of eight, Young Dance, and so it’s very interesting for me to be able to compare and contrast, to learn and to give input.

The biggest challenge:

The totally new location (where’s the water??? I mean, yes the Rio Grande is here and the Sandia Mountains are gorgeous but … I miss lakes, my friends). I’ve never been to Albuquerque, so the elevation, culture, weather, and arts scene adjustment has been pretty … a lot. Not to mention being on my own. It is definitely growing on me. And I would not change anything because being here is just as much a part of my internship with Keshet as being in the office and the studio.

I am learning so much about communication—I am actively trying to up my game in the asking questions department, in feeling confident teaching or instructing, even in having everyday conversations with the staff. Because I’m pushing myself in this way, I’m meeting so many people, creating my own little system of support in this new place.

I love watching the dancers make movement transformations, make discoveries about dance and their bodies and their peers while moving. I’m learning how to combine my interests, passions, and skills. Dance can be a foundation for so many aspects of education and development, which I love and can’t wait to explore more of.

It’s a hard summer, but a good summer!

A Postcard From: Alexis Giron ’20

Sadie Nash Leadership Project group picture

This diverse group of young, powerful women and trans/gender non-conforming folks have provided so much for me this summer. Entering Sadie Nash Leadership Project, I was not sure what to expect. This is the first time that Sadie Nash uses an intern at the Newark, N.J., site, so I was nervous of being seen as small or an unimportant part of the team or even trying to fit in. Let me tell you, that is DEFINITELY NOT the case! Sadie Nash reminds me of my small Bryn Mawr community. We cover pronouns, diversity, empowerment, etc. I wonder where I’ve heard that before?

The staff have been nothing but wonderful to me. Often times, they thank me and make me feel like one of the most valuable parts of our day-to-day operations. Whether it’s fixing the printer, creating spreadsheets, scanning documents or posting flyers of our events, the staff makes me feel like my work is the best product it can be, because I have worked hard to create these products.

Now, besides all the boring stuff, I have gotten the opportunity to connect with Nashers in a very beautiful way. Most of the time, they have been helping me! Hyping up my style and hair-dos, my creativity, and most commonly, my eyebrows, these Nashers make me feel so confident in myself. One Nasher continuously checks in with me throughout the day, once telling me they “hope to grow up and be like me” (although they are only a couple years younger than me). This Nasher is also a Nasher that I gave the tour to, that helped me learn about this internship, so we go a bit back. Additionally, the deans are so loving and caring. I’ve actually been able to think of them as my friends, rather than just my coworkers.

This place is beautiful and I’m beginning to really fall in love with it.

A Postcard From: Cara Navarro ’20

Name: Cara Navarro
Class Year: 2020
Major: Growth and Structure of Cities
Hometown: Manila, Philippines
Internship Placement: Welcoming Center for New Pennsylvanians
Job Title: Immigrant Leadership Outreach Specialist
Location: Philadelphia

What’s happening at your internship?

I’m interning at the Welcoming Center for New Pennsylvanians, a nonprofit that helps immigrants integrate economically and socially into the Philadelphia area. Specifically, I am working with the Immigrant Leadership Institute (ILI): a five-month program that trains immigrants to become civic leaders within their communities. Participants learn about common barriers to integration that immigrants face, and then work in teams to plan events that address these barriers. Along the way, they learn skills that are useful in any context, such as leadership skills, relationship building, effective communication, and fundraising. The program also helps participants improve their English skills and become more familiar with American culture.

My responsibilities have been far more varied than my job title suggests. While I have worked on outreach-related tasks, such as redesigning the program brochure and online registration page, I also provide general support for Institute participants. In particular, I design a lot of event flyers and agendas. 

Why did you apply for this internship?

During my time at Bryn Mawr, I’ve become very interested in the dynamics of urban immigrant communities and their role within the city. I knew interning at the Welcoming Center would be a great way to learn more about this in relation to Philadelphia. I also admire the Immigrant Leadership Institute as a program — for one, it elevates immigrants’ voices, which often go unheard in decision-making processes. It’s also an innovative model for immigrant integration. When I learned about the program, I wanted to support it in any way that I could.

What has been your favorite part of this internship?

Definitely working with the Immigrant Leadership Institute participants! They are incredibly intelligent, creative, and friendly people, and I’ve enjoyed getting to know them. The events they’ve organized as part of the program have also been a huge plus. In my Cities courses, I’ve read about the barriers that immigrants face, and hearing personal stories from the event organizers and guests has added a new dimension to my understanding of these issues. Moreover, I’ve met people who do important work for immigrants in Philadelphia.

Living in a new city? What has that experience been like for you?

I spend most weekends in Philly during the school year, but this is my first time living in the city on my own. I’ve definitely had my fair share of challenges; I’m still trying to strike the right balance between work, social life, general adult responsibilities, and sleep. But overall, I’m really enjoying the experience! I’ve explored different parts of the city, eaten an excessive amount of brunch food, and met some really cool people.

Cara Navarro

I’ve had to work late fairly often, but the program participants and the view from the conference room make it worth it.

A Postcard From: Helen Harman ’20

Name: Helen Harman
Class Year: 2020
Major: Growth and Structure of Cities

Internship Placement: Johns Hopkins University, Department of Anthropology
Location: Baltimore

Hello from Baltimore! This summer I’ve been working as a research assistant for Professor Alessandro Angelini in the Anthropology department at Johns Hopkins University. He’s using the summer to start work on his book on play and imagination in the favelas of Rio de Janeiro, so my job is helping him out with the research and proofreading process. As a Cities major with tentative thoughts of pursuing a career in academia, it’s been a great experience to be around the process behind the production of scholarly work. While fieldwork-based research and the academic publication process are new to me, a lot of the topics Professor Angelini is working with are covered in Gary McDonogh’s course on global suburbia, which I took this past spring (and which I highly recommend, even though it’s required for Cities majors anyway). I was driven to pursue research with Professor Angelini because I could see how much more there was to learn about the margins of cities, and wanted to take the opportunity to get a better sense of what working in academia is really like.

My first week here, I read drafts of some of his papers, which we discussed alongside reviews that other academics had written as feedback. After that, I spent a couple weeks researching more about community groups in Baltimore for when Professor Angelini teaches Urban Anthropology, while he got his notes together for the book. That project was a great opportunity for me to get more familiar with the city, since I’m a newcomer, and even brought me to city meetings where I met new folks that have been able to teach me more about Baltimore from their experience. Now, Professor Angelini and I are back to working on his book, so I’ve spent the past couple days tracking down potential sources from the Hopkins library catalog. Next week I’ll be skimming them for sections that might be particularly important. The source topics range from the cultural politics of children’s play to race in Brazil to the cultural history of walking.

What’s also been really pleasant about this work is the flexibility of it, in large part because the position didn’t officially exist until I contacted Professor Angelini and he invited me to help out. Because we had to figure out what exactly my job would be, we had a lot of flexibility in terms of defining what work I might find useful and what kind of work he would most benefit from (for example, my spending a week or so going through 70-plus books with my trusty Post-It tabs). It’s also meant that we can spend a large part of our meetings talking about books he found useful when he was an undergraduate, of which he’s lent me several already. It all ties back to cities, but in new ways that I haven’t come across in my classes before. This has been a great summer for learning in new ways and getting to be a part of more in-depth research.