SYNAPSE: An Emerging “STEM-Creek” at MUSC

Embarking on the river of STEM
When you were younger, what did you want to be when you grew up? Did that interest change over time, or were you always interested in science? 

Although I didn’t have concrete dreams of becoming a scientist as a child, I was always drawn to psychology. I was a natural observer, covertly investigating the world around me and dipping my toes in various streams of science.

In my first high school psychology course, I was introduced to the concept of imprinting – a critical learning period of animal bonding discovered by Konrad Lorenz. Like the goslings that began to follow Lorenz, this left an imprint on my aspirations and ultimately led me to my position as a graduate student in the Department of Neuroscience at MUSC.

For three of history’s most revered scientists, curiosity and passion also came before dreams of scientific discovery. The renowned neuroscientist Santiago Ramón y Cajal was captivated by art and began collecting bird eggs at 13. Physicist Albert Einstein received a compass from his father that would spark his curiosity for the mysterious forces in the universe. Charles Darwin was enthralled with nature as a child and was nicknamed “Gas” by his headmaster for dabbling with chemistry against convention.

Importantly, these men went on to attend prestigious institutions and received sterling education that would shape their trajectory as scientific figures.

However, the river leading to science careers is not always accessible for young students with limited access to quality education or exposure to STEM, especially in South Carolina. According to the STEM Opportunity Index, only 14% of ACT-taking South Carolina high school graduates report planning to pursue a STEM major or career.

"The inlets that guide budding scientists ultimately shape our communities. By offering numerous opportunities for science engagement at every life stage, we ensure that no one misses the boat."

-- Skylar Hodgins

Unsurprisingly, persistent social and economic disparities play a significant role in educational access, namely STEM engagement. Additionally, the traditional linear pipeline of STEM education and workforce development has contributed to these gaps in exposure by not accounting for variations in resources, non-STEM backgrounds and major life changes. Redefining STEM workforce development requires a more holistic consideration of individual circumstances over time, as well as programs that target traditionally underexposed students early on.

A recent article published online in Eos described the route to a career in science as “a collection of paths that change and adapt to the needs of the individual.” Replacing the dated pipeline concept with the braided river model not only embraces divergent STEM journeys, but also strengthens the broader STEM learning ecosystem by incorporating many disciplines, skills and experiences at multiple levels. This is crucial to making STEM more inclusive and accessible to individuals from all backgrounds.

Unlike the traditional direct route to STEM, I myself have experienced a slow and winding route as a first-generation college student with a low-income background. I initially pursued a business administration degree at a community college, taking online courses while working in a full-time management position. After completing my degree, I enrolled at the University of Wyoming to pursue a bachelor’s degree in psychology.

It was there that I discovered neuroscience research in Dr. Ana Clara Bobadilla’s lab – a watershed that would plunge me into graduate school.

My path to STEM necessitated an entry that could accommodate both my background and lack of research experience. Although I had minimal exposure to neurobiology, the University of Wyoming’s undergraduate research programs and the Bobadilla lab fostered my growth as a scientist by empowering me to perform independent research.

Stellar mentorship and programs that foster intellectual growth are critical to growing the STEM workforce and enhancing the culture of scientific spaces. The inlets that guide budding scientists ultimately shape our communities. By offering numerous opportunities for science engagement at every life stage, we ensure that no one misses the boat.

“STEM-creeks” at MUSC
The Department of Neuroscience at MUSC is implementing a new “STEM-creek” that will divert high school students to the river of science with a new educational engagement opportunity - SYNAPSE: Sparking Young Neuroscientists’ Academic Preparation & Scientific Exploration. 

Over the summer, Neuroscience Task Force members Drs. Elizabeth Doncheck, Ritchy Hodebourg and Saurabh Kokane successfully directed the inaugural SYNAPSE course in collaboration with the College of Charleston’s Upward Bound Program. Upward Bound is a federally funded Educational Opportunity Act program that provides college preparatory opportunities to high school students from underserved, first-generation college or ‘high academic need’ backgrounds.

SYNAPSE’s goal is to make neuroscience accessible and fun!

The inaugural program featured six engaging classes, comprised of both didactic lecture and laboratory activities, which were designed and administered by a team of Neuroscience trainees. The lectures featured topics such as cell biology of the nervous system, neural circuits and communication, and clinical neuroscience.

The team of instructors received rave reviews from the eleven self-selecting attendees. Students particularly enjoyed the hands-on activities that accompanied each lecture. In one of their favorite activities, students were given sheep brains and their own set of dissection tools for an immersive anatomy lab. Another activity introduced the method we use to study intrinsic properties of neurons – electrophysiology. Students applied concepts they learned in lecture and observed electrical stimulation of brain organoids and cockroach legs. 

"Together, we can spark curiosity in the next generation of scientists by approaching the path to STEM as a braided river—and by perpetuating the belief that everyone belongs in STEM."

-- Skylar Hodgins

While the students particularly enjoyed slicing into real sheep brains and watching cockroach legs contract with electricity, the real fan favorite was the Artificial Intelligence (AI) lecture. The graduate student leading this section presented interactive material that introduced the pitfalls and considerations involving AI, the basics of ChatGPT, and coding fundamentals in a high school-friendly manner. At the end, she included her personal journey to graduate school and provided advice to the students regarding careers in STEM.

Exit-survey feedback from participants indicated that this is only the beginning for some students.

Several high schoolers expressed interest in gaining research experience in the Department of Neuroscience at MUSC and pursuing STEM careers. The Neuroscience Task Force is committed to nurturing this new “STEM-creek” and will be looking to recruit additional instructors for the next summer session. Interested trainees must receive formal approval from their mentor, commit to leading one class of their own design and be available to assist with others. Contact Dr. Meghan Flanigan with inquiries about volunteering.

SYNAPSE is one of numerous “STEM-creeks” at MUSC geared toward increasing STEM accessibility.

Both Graduate Students Reaching Out with Service (GROWS) and South Carolina – Public Engagement and Advocacy in Charleston (SC-PEACH) provide opportunities for students to gain K-12 teaching experience and interface with young scholars in the Charleston School District. Additionally, the Summer Undergraduate Research Program (SURP), MUSC Internship in Neuroscience for Distinguished Scholars (MINDS), and Diversity in Addiction Research Training (DART) programs offer opportunities to mentor and guide students at the college level. Last, but certainly not least – the Post-Baccalaureate Research Education Program (PREP) is a year-long intensive research training and professional development program geared toward providing a strong foundation for college graduates wishing to pursue a Ph.D. or M.D. program.

Farther down the river
Programs that spark budding scientists’ curiosity are essential to the journey of underrepresented students in STEM. As a student with a first-generation, low-income background, my passion for science didn’t truly set sail until after I cultivated my curiosity for the brain and found support from another Educational Opportunity Act program – the Ronald E. McNair Scholars Program – where I learned for the first time that there was a place for me in STEM. 

These programs all depend on trainees and faculty at multiple levels to foster an inclusive and enriching learning environment. As MUSC continues with its established “STEM-creeks”, there are numerous opportunities to contribute, whether it’s through teaching, coordinating or creating new programs.

Together, we can spark curiosity in the next generation of scientists by approaching the path to STEM as a braided river—and by perpetuating the belief that everyone belongs in STEM.

Who knows—maybe we’ll have a hand in shaping the next Santiago Ramón y Cajal.