Meet Inspira Advantage’s Research Mentors

Dr. Akwii has built a strong scientific foundation through rigorous academic training and industry research, contributing to complex, cross-functional projects and authoring peer-reviewed scientific publications. Her work reflects strong scientific judgment, analytical rigor, and the ability to translate research questions into actionable insights across different stages of development. Her research has been published in numerous journals, including the Journal of Controlled Release, the International Journal of Cancer, and the Journal of Pharmacology and Experimental Therapeutics.

In parallel with her professional research career, Dr. Akwii has significant experience mentoring students and early-career researchers. She has served as a research mentor for undergraduate students, PharmD students, and high school seniors interested in research. Dr. Akwii has served as Lead Researcher on projects in pharmaceutical roles, including rare genetic disease and immunology, and has been a Lead Author on multiple manuscripts. 

Dr. Akwii is passionate about teaching others how to think independently through the research process, from formulating meaningful questions and designing feasible studies to interpreting results and communicating findings clearly. She has supported students conducting research spanning multiple fields, including biochemistry, biomedical engineering, cancer/tumor biology, genomics, immunology, infectious disease, neuroscience, public health, and more. Students Dr. Akwii has supported throughout the research process have been accepted to Purdue University, Boston University, the University of Massachusetts Boston, and Texas Tech University Health Sciences Center.

As a mentor, Dr. Akwii focuses on helping students develop confidence, intellectual ownership, and research maturity. Her goal is not just to help students complete a project, but to equip them with the skills and mindset to become independent thinkers and researchers who can make a meaningful impact.

Dr. Ewen’s work centers on eliminating racial disparities in type 2 diabetes through rigorous epidemiologic methods and community-driven approaches. At the University of Michigan, Dr. Ewen studies how racial discrimination–related stress, social determinants of health, and neighborhood environments shape diabetes risk and self-management among racially marginalized adults. Her mixed methods, implementation science, and causal epidemiology expertise have informed peer-led diabetes interventions, contributed to NIH-funded studies, and guided implementation strategies to improve chronic disease prevention and care delivery.

Dr. Ewen’s scholarship is strengthened by advanced training from Harvard’s Emotional Well-Being & Physical Health Program and Washington University’s Dissemination & Implementation Science Institute. She has authored numerous peer-reviewed publications in journals such as Current Diabetes Reports, BMC Health Services Research, and the American Journal of Men’s Health. She has presented her work at national and international conferences, including the American Diabetes Association Scientific Sessions, the Society of Behavioral Medicine, and the Society for Biopsychosocial Science and Medicine. 

Before pursuing her doctorate, Dr. Ewen spent six years as a Graduate Medical Education Data Analyst and Project Management Specialist at the Boston Medical Center. In this role, she worked closely with medical residents and fellows across multiple specialties and collaborated with trainees and faculty to design and implement research studies focused on clinician well-being, quality improvement, social determinants of health, and innovations in medical training. Dr. Ewen also provided methodological guidance on IRB submissions, sampling strategies, survey development, quantitative methods approaches, and statistical analyses. She also supported residents and fellows in developing publishable manuscripts, contributing to several studies on program administrator burnout, physician well-being, and medical education innovation, and partnered with hospital leadership to strengthen quality improvement and documentation systems. 

As a mentor and educator, Dr. Ewen is deeply committed to developing future clinical and research leaders. At the University of Maryland School of Public Health, she served as a graduate teaching assistant (GTA) and Head GTA for epidemiology, digital health, and community health courses, supporting over 200 undergraduate students per semester. She led discussion sections, delivered lectures on study design and social determinants of health, and helped students build confidence in applying methodological concepts. Dr. Ewen has mentored undergraduate, MPH, MSW, and PhD students in research design, statistical analysis, academic writing, and scientific communication.

At the University of Michigan’s Curtis Center for Health Services Research and Innovation, Dr. Ewen leads data integration, fidelity monitoring, and evaluation strategies for NIH-supported diabetes and behavioral health interventions. She has been recognized with multiple achievements throughout her higher education journey and research career, including induction into the Delta Omega Honorary Society in Public Health, the Ann G. Wylie Dissertation Fellowship, and the Barry Portnoy Dissertation Research Award.

Dr. Ewen has served as a Research Fellow and mentor at the University of Michigan and has held multiple primary leadership roles in research. These roles include leading NIH‑funded evaluation work at the University of Michigan, directing her own multi-method dissertation study at the University of Maryland, and serving as a co‑investigator and Analytic Lead on several studies at Boston Medical Center. She has coached students through research topics spanning biostatistics, epidemiology, public health, behavioral and social science in health, and health services and outcomes. 

Dr. Ewen is passionate about supporting pre-medical students seeking research and publication opportunities to strengthen their competitiveness for top-ranked medical schools and cultivate their identities as emerging clinician-scholars.

Dr. Sabblah served as a teaching and research assistant at the University of Central Florida for over seven years. He delivered classroom and laboratory instruction, designed experimental protocols, and provided individualized academic support. He has directly mentored undergraduate, graduate, and post-baccalaureate students, guiding them through hypothesis development, experimental execution, data interpretation, poster preparation, and scientific writing. Dr. Sabblah was awarded the UCF-SGA Travel Award by the American Society for Cell and was recognized with the Dean’s Dissertation Completion Fellowship at the end of his PhD training. 

Dr. Sabblah’s training includes extensive experience in translational and basic science research, particularly in neuroscience and neurodegenerative disease. As a postdoctoral scientist at the Byrd Alzheimer’s Institute at the University of South Florida, and previously at Vanderbilt University, he investigated molecular and cellular mechanisms underlying disease processes, including APP-mediated signaling, amyloid plaque pathology, and neurobiological signaling pathways. His work required mastery of experimental design, data analysis, imaging techniques, and strict adherence to ethical and safety standards.

Beyond academia, Dr. Sabblah has translated his research expertise into the biopharmaceutical industry, where he has worked as a Senior Medical Writer and Assistant Medical Director supporting medical affairs teams across neurology, immunology, oncology, gastroenterology, and rare disease. In these roles, he synthesizes clinical trial data, collaborates with physician experts, and ensures scientific accuracy and compliance in high-stakes medical communications. This industry experience gives him a unique perspective on how academic research connects to real-world clinical development, regulatory standards, and patient care—insight that is invaluable to students considering MD, PhD, or MD/PhD pathways.

A defining feature of Dr. Sabblah’s mentorship style is his emphasis on scientific thinking over rote success. He trains students to understand the research process holistically, including how to ask meaningful questions, deal with ambiguous or negative data, maintain detailed records, and communicate findings with clarity and integrity. His background in grant writing, manuscript preparation, and conference presentations allows him to coach students not only on “doing research,” but on presenting themselves as emerging professionals through abstracts, personal statements, and interviews. Many of the students he has mentored pursued advanced training in graduate, medical, or professional programs and have been accepted to institutions such as Columbia University, the University of Pennsylvania, the University of Florida, UC Irvine, and others. 

Dr. Sabblah offers technical training and strategic guidance rooted in lived experience. Having navigated graduate school, postdoctoral training, teaching, research leadership, and industry science, he understands the challenges, uncertainties, and decision points students face. His mentorship is characterized by honesty, structure, and encouragement, helping students build resilience, scientific confidence, and a compelling academic narrative. 

Dr. Wang’s research investigates the health effects of environmental exposure and climate change on cardiovascular, metabolic, and neurological outcomes, with a focus on vulnerable populations. With over 20 peer-reviewed publications, many of which as Lead Author, Dr. Wang’s work has been published in leading journals, including Environmental Health Perspectives, the American Journal of Epidemiology, and the Journal of the American Heart Association. He also has served as Principal Investigator on many projects funded by the National Institutes of Health (NIH), Centers for Disease Control and Prevention (CDC), Environmental Protection Agency (EPA), the State Health Department, and private foundation endowments. Dr. Wang’s work has been cited and received media attention by the National Institutes of Health, the de Beaumont Foundation, IndyStar, Fox 59, WFYI Public Radio, and WFHB — Bloomington Community Radio.

Serving as a reviewer, judge, and conference panelist for over 15 years, Dr. Wang has served as a peer reviewer for major journals, including The Lancet Public Health, The Lancet Global Health, and Environmental Health Perspectives, and as an ad hoc grant reviewer for the National Institutes of Health. He has presented his research at national and international forums over 30 times, including the EPA, various top US research universities, and the International Society for Environmental Epidemiology (ISEE) conferences, where he has also chaired symposia. His community-focused tools, such as the Multi-layer Data Community Action Tool (MDCAT), have been archived in the White House Climate Change Resilience Toolkit and informed local policy. As a result, he has received recognition, including the de Beaumont Foundation 40 Under 40 Award and the Indianapolis Mayor’s Outstanding Individual Advancing Sustainability Award.

A former tenured professor at the Indiana University School of Public Health, Dr. Wang taught multiple courses, including Environmental Epidemiology, Energy and Sustainability, Environmental Justice, Environmental Health Policy, Environmental Health Science in Public Health, and Energy, Climate Change, Resilience, and Health. Leveraging this experience, Dr. Wang has mentored undergraduate, graduate, and postdoctoral researchers. Under his supervision, students have co-authored peer-reviewed publications, presented at national and international conferences, and advanced to roles in academia, government, and industry. Students Dr. Wang has coached have been accepted to Stanford, Johns Hopkins, UPenn, Purdue, and Rice, and gained employment at large and small US corporations and the EPA.

Beyond the lab, Dr. Wang is a serial entrepreneur and advisor, currently serving as the CEO and Co-Founder of health-tech startups and as an Entrepreneur-in-Residence at NC Innovation. This unique blend of deep academic expertise, policy engagement, and practical business acumen allows him to mentor students not only on robust research methodology but also on how to envision the broader application and impact of their work.

With 20 years of mentorship experience, Dr. Wang has supported students in research spanning biochemistry and biomedical engineering to health economics and public health. He is committed to fostering the next generation of scientists and has guided many students through capstone projects, research assistantships, and co-authorships on peer-reviewed publications. He regularly works with students to develop independent research projects, strengthen their scientific portfolios, and prepare competitive applications. Currently, Dr. Wang teaches an eight-week Health Data Science Research Workshop to guide and mentor high school students to conduct and publish their own peer-reviewed research in peer-reviewed journals. As his ultimate goal and mission, Dr. Wang partners with aspiring students to design and execute compelling research projects, develop their unique academic narratives, and transform their scientific curiosity into powerful assets.

As a research mentor, Dr. Wang is flexible and supportive, guiding students through hypothesis development, study design, data analysis, manuscript preparation, and final publication. He focuses on building both technical skills and scientific judgment, helping students articulate their research clearly and with impact. He is known for creating a "learn, teach, and share" environment that builds critical thinking and confidence.

Dr. Rosenfeld’s education journal started at Wellesley College, where she graduated magna cum laude with a BA in history and Jewish studies. She received the Outstanding Masters Level Student Award while completing her MPH, and the Myrna Silverman Dissertation Scholarship and William T. Green Award in Public Health Studies during her PhD studies. Her training emphasized rigorous research design, health equity frameworks, and the real-world complexities of healthcare delivery. As a postdoctoral fellow, Dr. Rosenfeld led studies on reproductive and sexual health among women veterans and contributed to equity-focused initiatives to improve access to preventive care and screening.

Across her career, Dr. Rosenfeld has led complex, federally-funded projects focused on value-based care and systems-level improvement, translating qualitative and mixed-methods findings into clear, actionable deliverables for federal agencies, clinical partners, and community organizations. She has authored multiple peer-reviewed papers and government reports and has helped lead expert panels and convenings focused on behavioral health systems, financing innovation, and equity-centered care delivery. Her work has been published in the American Journal of Obstetrics and Gynecology, Contraception, and the American Journal of Men’s Health. Dr. Rosenfeld's work is known for bridging research rigor with practical relevance, producing tools and insights designed to support decision-makers, funders, and frontline systems leaders.

Dr. Rosenfeld has also held leadership roles in academic program management and community engagement. As Program Manager at the University of Pittsburgh’s Center for Women’s Health Research & Innovation, she supported an academic center advancing women’s health and equity while developing high-impact communications such as reports, infographics, and policy briefs, and contributing to successful grant efforts. She has also worked as a research associate at Point Park University.

Most recently, Dr. Rosenfeld served as a Senior Research Associate at Westat, where she directed multiple federally-funded behavioral health projects. She managed cross-functional teams, complex timelines, and high-stakes deliverables, partnering with federal agencies, subcontractors, and clinical organizations to design mixed-methods data collection strategies and translate findings into reports, briefs, and training materials that supported real-world decision-making. 

Dr. Rosenfeld is a dedicated educator and mentor with extensive experience supporting both undergraduate and graduate students. She has provided hands-on guidance in qualitative and mixed-methods research design, dissertation development, and dissemination—helping students build confidence, strengthen analytic thinking, and develop compelling academic and professional narratives. She is especially known for creating structured but supportive mentoring environments, offering clear frameworks, practical next steps, and personalized feedback that helps students move from uncertainty to momentum.

Dr. Rosenfeld brings both rigor and clarity to every project and mentoring relationship. She is committed to helping students and collaborators connect their work to broader systems change, building research and communication skills that translate into lasting impact.

Dr. Lee’s educational journey began at the University of California, Irvine, where she graduated with a Bachelor’s degree in sociology and international studies. Before pursuing her PhD at UCLA, she graduated with two Master’s degrees in demographic and social analysis from UC Irvine and sociology from UCLA.

Throughout her career, Dr. Lee has contributed to peer-reviewed publications, national conference presentations, and multi-institution partnerships focused on HCI in medicine, patient care quality, and clinical education. She also has expertise in research operations, IRB and regulatory management, and an ability to translate complex health data into actionable insights to improve clinical practice. Dr. Lee manages multi-center research, federally funded research initiatives, and large-scale mixed-methods studies focused on improving patient care and clinician decision-making.The projects she has supported center on understanding how clinicians interact with digital tools, diagnostic support systems, and decision-making interfaces, and how these technologies shape diagnostic accuracy, cognitive load, and patient safety. In addition to research, Dr. Lee serves as an adjunct professor at a nursing school

Dr. Lee is an experienced mentor with a long track record of supporting undergraduate students and early-career researchers. She is known for her structured, encouraging, and highly personalized guidance in helping students develop strong skills at each stage of the research process. Mentees appreciate Dr. Lee’s clarity in teaching complex methodological concepts, her ability to break down difficult tasks into manageable steps, and her commitment to helping each student build confidence and scientific independence.

Dr. Lee’s passion for mentorship stems from her belief that research training produces stronger clinicians and scientists—individuals who can think critically, interpret evidence rigorously, and contribute meaningfully to innovations in patient care. 

Dr. Gardas began his clinical and academic training at Maharashtra University of Health Sciences in India, where he earned both a Bachelor’s and Master’s degree in physiotherapy. He previously served as research mentor at the Mahatma Gandhi Mission College of Physiotherapy in Mumbai for over four years. He now works as a research assistant at East Carolina University. 

Dr. Gardas’ scholarship centers on understanding and enhancing motor recovery, with particular emphasis on children with cerebral palsy and individuals with vestibular disorders. His research integrates neurophysiology, motor behavior, and translational rehabilitation science to bridge laboratory findings with real-world functional outcomes. Dr. Gardas has delivered more than eight first-authored podium presentations at regional and national conferences and has twice received the Best Judges’ Choice Award for platform presentations during his PhD training. In addition to presenting his work, he has served as a judge for undergraduate research poster competitions, reflecting his commitment to academic mentorship and scholarly excellence.

In addition to conference presentations, Dr. Gardas has authored multiple peer-reviewed publications in rehabilitation and pediatric journals. Notably, one of his recent publications in a leading pediatric journal was selected as the “Editor’s Choice” article of the year—an honor recognizing both scientific rigor and clinical relevance. His work has contributed to advancing evidence-based neurorehabilitation practices and strengthening the integration of neuroscience into physical therapy education. He has been published in Physical & Occupational Therapy in Pediatrics, the Journal of the Society of Indian Physiotherapists, PLOS One, and other journals. 

Beyond research productivity, Dr. Gardas is deeply committed to student development. He has mentored Doctor of Physical Therapy students in the design and execution of capstone projects and research posters, guiding them through hypothesis development, methodological design, data interpretation, and professional presentation. His mentees have successfully presented their work in academic forums, strengthening their applications for advanced training and professional opportunities.

With eight years of research mentorship experience, Dr. Gardas brings a structured, analytical, and highly supportive approach to helping students. He specializes in helping them formulate high-impact research questions, conduct rigorous literature reviews, develop sound methodologies, and communicate findings with clarity and confidence. Students working with him can expect thoughtful guidance, intellectual challenge, and a collaborative environment that fosters both technical skill development and independent scientific thinking.

Dr. Gardas believes that research training is transformative—it cultivates critical thinking, resilience, precision, and intellectual curiosity. He is passionate about helping aspiring medical and healthcare students develop the skills and confidence needed to excel in competitive academic pathways. Through mentorship, he empowers students to strengthen their research portfolios and grow into thoughtful scholars and future healthcare leaders.

Dr. Cahill’s PhD research focused on evaluating clinically relevant methods to improve mesenchymal stromal cell (MSC) expansion and therapeutic scalability for acute graft-versus-host disease. She also served as a graduate researcher and teaching instructor during her time at the National University of Ireland. At Brigham and Women’s Hospital and Harvard Medical School, Dr. Cahill specialized in trauma immunology and immune dysregulation following acute injury. She was competitively selected for a National Institutes of Health T32 Grant through the National Institute of General Medical Sciences Training Program in Trauma and Burn Research. As a CyTOF mass cytometry specialist on this multi-site program, she led high-dimensional immune profiling experiments in human and murine models, trained collaborators in advanced analytical platforms, and contributed to scientific strategy examining DAMP-mediated innate immune failure after trauma. 

Dr. Cahill has authored first-author publications in peer-reviewed journals, including Annals of Surgery and Injury, and has contributed to additional publications in outlets such as Frontiers in Immunology, the Journal of Leukocyte Biology, and Blood Advances. Her work has advanced understanding of immune dysregulation in trauma, infection, and inflammatory disease and has been presented at national scientific meetings. 

Building on her academic foundation, Dr. Cahill joined Takeda as a Scientist in Process Development, where she led laboratory studies evaluating and optimizing cell therapy manufacturing technologies. She designed and executed experiments assessing bioreactor systems, freeze–thaw platforms, and fill–finish systems to improve process robustness, scalability, and product consistency. She authored technical reports supporting Alofisel—an approved cell therapy product—and collaborated across research, manufacturing, and regulatory teams to support chemistry, manufacturing, and control strategy and translational process optimization. She also co-led the development and experimental validation of a patent-pending automated device designed to improve cell therapy manufacturing reproducibility.

Dr. Cahill later advanced into a senior leadership role at Takeda as a Senior Research Program Manager, overseeing multiple oncology and cell therapy programs through key phase gates in the drug development process. In this role, she directed interdisciplinary teams across research, regulatory, clinical, and operations functions and implemented structured program frameworks that reduced document revision cycles by 20%, helping teams translate complex scientific findings into clear presentations and decision-ready materials.

Mentorship has been a defining thread throughout Dr. Cahill’s career. She taught and mentored students during her PhD training, supported Master’s students and visiting fellows during her postdoctoral fellowship, and guided junior scientists at Takeda through experimental design, data analysis, and scientific writing. She has also served as a mentor in Takeda’s Women’s Mentorship Program. Dr. Cahill has supported numerous scientists conducting research spanning cancer biology, tumor biology, cell biology, immunology, microbiology, molecular biology, and infectious disease.

Dr. Cahill’s greatest strengths include distilling complex scientific concepts into clear frameworks, strengthening scientific writing, patience, and building intellectual confidence. As a research mentor, Dr. Cahill is known for a structured, rigorous, and highly supportive approach, helping students refine meaningful research questions, design feasible studies, conduct comprehensive literature reviews, interpret data critically, and craft high-quality abstracts and manuscripts.

Dr. Cahill’s passion for mentoring stems from a lifelong love of science. She finds science endlessly fascinating and views it as one of the most powerful ways to understand the world. Coaching students brings her genuine happiness, and she takes particular pride in guiding students without giving them the answers outright—helping them realize that they can think critically, solve problems independently, and succeed through their own reasoning. Watching students grow from uncertainty to confidence is one of the most meaningful aspects of her professional life.

At Spelman College, Dr. Van’s academic excellence was recognized with awards and scholarships, including a second-place award at Spelman’s RISE START Program Symposium, the Procter & Gamble Scholarship, and the Women in Science and Engineering Undergraduate Program Scholarship. During her undergraduate years, she also developed an early commitment to mentorship by training peers in cell culture and foundational laboratory techniques.

During her doctoral training at Cornell University, Dr. Van continued to build research and leadership experience and received an Honorable Mention for the Ford Foundation Predoctoral Fellowship. She also supported undergraduate researchers through professional development and diversity-focused initiatives, including mentoring historically underrepresented students through Cornell’s Graduate Student Mentoring Undergraduates program to prepare them for graduate studies. As an executive member of Cornell’s Expanding Your Horizons program, she engaged young girls in STEM through mentorship, discussions on biomedical research, and hands-on experimental design activities.

Dr. Van’s research background is grounded in molecular and biochemical approaches to understanding disease mechanisms, and she is known for her technical expertise, collaborative approach, and research leadership. With five years of mentorship experience, Dr. Van meets students where they are and creates supportive, low-stress learning environments that encourage curiosity, questions, and scientific independence. Her mentorship style emphasizes positive reinforcement and interactive discussions to build research skills, critical thinking, and confidence. She has supported students through research in biochemistry, molecular biology, cancer biology, and cell biology, helping trainees strengthen both technical foundations and professional development.

Dr. James began his academic training at Alcorn State University, where he earned a BS in biology and later completed an MS in biology through Alcorn State University and Penn State University. Throughout his training, Dr. James has secured funding to present his research at national and international meetings, such as the Federation of American Societies for Experimental Biology (FASEB) in Lisbon and the American Association of Immunologists (AAI) annual meeting. He also received funding to conduct research at St. John’s Medical College in Bangalore, India, and to present findings at the Annual Biomedical Research Conference for Minoritized Scientists.

Dr. James’ research integrates molecular biology, immunology, and translational medicine to better understand immune responses in cancer, allergy, and autoimmune disease. In addition to presenting his work at scientific conferences, Dr. James has published multiple papers in peer-reviewed journals, including the Journal of Immunology, the Journal of Biological Chemistry, and Cancer Research. He has worked as Lead Author on a cancer immunology study conducted at Vanderbilt University Medical Center and on a nutritional immunology study conducted at Penn State University. 

In addition to his research career, Dr. James has held leadership roles centered on building pathways and support systems for trainees. He served as Assistant Director of the Alcorn State–Penn State Bridges to Doctorate Program, mentoring participants as they transitioned into graduate training and acclimated to research environments. He also mentored graduate students at Penn State University and undergraduate and graduate students who worked in his lab at Vanderbilt University Medical Center. Dr. James is also a co-founder and the Chief Financial Officer of Bridge the GapSci, Inc., a nonprofit organization that grew out of a first-place finish and a $1,500 seed funding award in a Penn State business startup competition.

Dr. James has supported students conducting research in multiple disciplines, including cancer and tumor biology, molecular biology, genetics, genomics, and immunology. Students he has mentored have progressed to programs at Penn State University, Meharry Medical College, and Vanderbilt University Medical Center. Dr. James has extensive experience guiding students through the research and publication process. He specializes in helping students develop strong research projects, improve scientific writing, and build competitive applications for medical and graduate schools. His mentorship focuses on developing critical thinking, research independence, and the skills needed to translate scientific ideas into impactful publications.

Dr. Buek’s work has focused on early childhood development, trauma-informed care, developmental and mental health screening and referral systems, and health systems improvement. She has conducted research and evaluation across the US, Africa, Asia, and Latin America, bringing a global, systems-level perspective to her work. Her experience includes work at Futures Group International and Mathematica Policy Research, Washington, followed by serving as a Research Project Manager at the University of Texas at Tyler and the University of Texas System Population Health. More recently, Dr. Buek served as a Senior Researcher at Decision Information Resources in Austin, and currently works as a Senior Research Specialist at the Texas Department of Family and Protective Services in Austin.

Across her career, Dr. Buek has led and contributed to rigorous mixed-methods evaluations, including randomized and quasi-experimental studies, large-scale surveys, and qualitative research. She has extensive expertise in psychological and educational measurement, advanced statistical modeling, and the design of high-quality research instruments. Her work has been published in peer-reviewed journals such as Child Maltreatment, BMC Nursing, and Early Childhood Research Quarterly, and has informed policy and practice in child welfare and public health systems. She has also presented her work nationally, including an oral presentation at the Society for Prevention Research on postpartum depression screening, referral profiles, and policy priorities. 

Dr. Buek has held multiple leadership roles on numerous research and evaluation studies across sectors at local, state, federal, and international levels. She has first-authored several publications and served as Co-Principal Investigator and Project Director in her academic and research consulting work. She has also mentored Master’s students at the University of Pennsylvania Graduate School of Education.

Dr. Buek has extensive experience mentoring students and early-career researchers in academic and applied settings. She has guided trainees through all stages of the research process, including developing research questions, designing studies, conducting data analysis, and producing clear, compelling written work. Her greatest strengths as a mentor include helping students translate broad interests into feasible, high-impact research projects, strengthening their analytical thinking, and supporting them in communicating complex ideas.

As a research mentor, Dr. Buek’s approach is structured, collaborative, and highly individualized. She works closely with each student to build technical skills and confidence, while emphasizing research integrity, ethical practice, and real-world relevance. She is particularly passionate about supporting students interested in medicine and public health, and believes that research is a powerful tool for developing critical thinking, deepening scientific curiosity, and improving outcomes for individuals and families.

Dr. Gomillion is a proud “Triple Tiger,” earning a BS in biosystems engineering with an emphasis on applied biotechnology and an MS and PhD in bioengineering at Clemson University. During her training, she received multiple competitive honors, including a Department of Defense Breast Cancer Research Program (BCRP) Predoctoral Traineeship Award, the Southern Regional Education Board (SREB) Doctoral Scholar Award, and an NSF Graduate Fellowship Honorable Mention Award.

Following the completion of her PhD, Dr. Gomillion transitioned to the University of Connecticut Health Center (UCHC) for a postdoctoral fellowship in the Department of Reconstructive Sciences, awarded as part of the UCHC School of Dental Medicine National Institutes of Health Institutional Training Grant for Skeletal, Craniofacial, and Oral Biology. Following the completion of her fellowship at UCHC, Dr. Gomillion transitioned to a postdoctoral associate position at Yale University School of Medicine in the Department of Plastic and Reconstructive Surgery.

Dr. Gomillion has a strong interest in applying her engineering training to address biomedical challenges. Her research interests are in tissue engineering and regenerative medicine, and her work integrates biomaterials, in vitro systems, engineering tools, and cell biology towards better understanding complex biological systems and developing innovative model platforms. The central focus of this work has been on soft and hard tissue systems, including adipose and mammary tissue and bone, respectively. Dr. Gomillion’s work aims to identify factors that influence cellular behavior that can be translated into improved diagnostics, therapeutic delivery approaches, and strategies for enhanced tissue regeneration. Her research has been published in numerous journals, including the Journal of Biological Engineering, Advanced Biology, ACS Applied Bio Materials, the Journal of Biomedical Materials Research Part B: Applied Biomaterials, Advanced Materials, Biomaterials, and others. 

In recognition of her dedication to undergraduate research mentorship, Dr. Gomillion was nominated for the Center for Undergraduate Research Opportunities Faculty Research Mentoring Award at the University of Georgia one year, and was named the recipient of this honor two years later. Her contributions to engineering and mentorship have been recognized through additional honors, including the UGA Engineering’s inaugural Woman Trailblazer Award, which recognizes women who have made significant contributions to engineering. She was also named an American Institute for Medical and Biological Engineering (AIMBE) Emerging Leader, recognized for impactful contributions to the field of medical and biological engineering through research, service, and leadership.

Dr. Gomillion is committed to mentoring and expanding access to research experiences for students. She is an experienced mentor, having created a multidisciplinary and collaborative lab environment consisting of trainees from all levels from various disciplines, including engineering, biology, environmental health science, exercise and sport science, and other areas. Students Dr. Gomillion has coached have been accepted to the Medical College of Georgia, the University of Maryland School of Medicine, Emory School of Medicine, Johns Hopkins University, Boston University, Texas A&M University, and other schools. 

Dr. Kang’s academic journey is notably interdisciplinary. She completed an Honors BA at McMaster University and a BSc in biology and zoology, building a foundation that blends creative and scientific thinking. This perspective carries into her classroom, where she is known for engaging, creative instruction that helps students connect biological concepts to literature and real-world applications. She teaches courses ranging from Cell Structure and Function to Plant Diversity and Evolution, emphasizing understanding over memorization and helping students develop durable skills in critical thinking and scientific communication.

Dr. Kang’s research focuses on plant developmental genetics, morphology, and evolution. She has authored more than 25 peer-reviewed articles—many with undergraduate and graduate students as first authors—along with book chapters and review papers. Her work has received grant funding at the local, state, and federal levels. She is active in the scientific community as a journal editor and peer reviewer and regularly supports trainees in presenting their work at conferences and symposia.

The cornerstone of Dr. Kang’s teaching and mentoring philosophy is to inspire students to think expansively, whether their interests lie in plants, animals, or humans. She actively collaborates with students to strengthen their research abilities, critical thinking, and communication skills, positioning them for future success. Her primary objective in supervising undergraduate research is to provide meaningful learning experiences that enhance both academic and career goals. She has served as a research mentor and Principal Investigator at the University of Iowa and UC Davis. 

With 20 years of mentorship experience, Dr. Kang has guided numerous undergraduate and graduate students through thesis projects and research training. While her research specializes in plant biology, students that Dr. Kang works with benefit from a wide-ranging educational experience that has helped them get into medical school, dental school, and PhD programs. Ultimately, Dr. Kang is committed to cultivating minds that are curious about the world and equipping students with a strong foundation for the next step in their professional journey.

Dr. Ohiri worked as a research assistant at the University of Maryland School of Medicine Department of Pharmacology & Experimental Therapeutics in college before working as a research assistant at the National Institutes of Health (NIH) National Cancer Institute. She then served as a clinical research analyst at Children’s National Medical Center, where she created a comprehensive needs assessment and screening tool designed to increase access to quality care for children and adolescents with complex medical needs. 

Building on her scientific training, Dr. Ohiri has applied her research skill set to strategy roles in biotech and pharma. She previously served as a Business Strategy and Operations Manager for Oncology, Oncology Early Development, and Biotherapeutics and Genetic Medicine (BGM) within Discovery Research at AbbVie. She also served as Project Manager for Pathway to Cures, an internal incubator focused on turning cross-functional ideas into therapeutic solutions. Dr. Ohiri also managed business operations and played a major role in BGM’s growth by supporting their efforts to provide innovative tools and technology platforms to advance the pipeline across oncology, immunology, and neuroscience. 

Dr. Ohiri is currently an Associate Director on the Patient Engagement Data Insights team at Eli Lilly & Company, where she leads data-driven strategies for clinical trial country allocation across neuroscience, cardiometabolic health, and oncology. In this role, she guides cross-functional teams and communicates strategy to senior leadership, bringing a research-trained, evidence-first mindset to complex decision-making.

Throughout her training, Dr. Ohiri has received multiple awards and recognitions. She secured the Cardiomyopathy Genomes Diversity Supplement Grant and the MARC U-STAR Award from the NIH. the Cancer Research Training Award, and the AACR Thomas J. Bardos Science Education Award, among other accolades. Dr. Ohiri’s research has been published in the Journal of the American Heart Association, Heart Failure Clinics, and PLoS Genetics. 

Mentorship has been a defining thread in Dr. Ohiri’s career. She has served as a graduate research mentor at Northwestern University and an undergraduate research mentor at the University of Maryland, where she obtained a BS in biological sciences and a BA in biomedical ethics. Students Dr. Ohiri has mentored have been accepted to programs at institutions including Cornell University, Northwestern University, and the University of Maryland.

At the University of Texas at Dallas, Dr. Guirguis worked in a basic science lab and was awarded the Academic Excellence Scholarship. His work gave him extensive experience in developing chemical synthesis pathways for the development of heavy metal chelators for environmental cleanup. He also worked in a translational lab in which he was involved in the development of bioactive nanoparticles for photodynamic therapy of pancreatic cancer and head and neck cancer. 

At the University of Texas Southwestern Medical Center, Dr. Guirguis contributed to clinical research focused on projects in radiology, neurosurgery, and public health, and mentored medical students in research. His research in radiology included the development of diagnostic systems for bone infections, bone tumors, and peripheral neuropathy. His neurosurgical experience included the development of patient databases for brain tumors, patients with spine deformity, and patients with intracranial vascular abnormalities, as well as systematic reviews and meta-analyses studying the diagnosis and management of neurosurgical disease, particularly within a global context. 

Dr. Guirguis has authored a wide range of scholarly work in the form of 30 publications and 40 presentations, including primary research, narrative reviews, systematic reviews, and meta-analyses. His research has been published in multiple journals, including World Neurosurgery, Clinical Neurology and Neurosurgery, the Journal of Neurosurgery: Spine, and the Journal of Neurosurgery: Pediatrics. Dr. Guirguis has also worked with a research group as a mentor for patients interested in neurosurgical spine surgery and global neurosurgery. As a result of his mentorship, many students published further manuscripts in various fields within neurosurgery and developed research skills, particularly project development, manuscript writing, and journal submission.

Dr. Guirguis' passion for research mentorship comes from his philosophy that research is a way for students to develop clinical acumen, learn about disease, and advance the field of medicine. He is thorough in exploring a field to help students find a niche within their chosen field. His approach centers on transforming an unanswered question into a formal research project, and he is passionate about student empowerment and education through research.

Before pursuing post-graduate education, Dr. Heinrich graduated summa cum laude from Graceland University with a degree in psychology and sport science. She earned multiple honors that include the National Association of Intercollegiate Athletics Academic All-American recognition in track & field, academic and athletic scholarships, and multiple university awards. Before obtaining her PhD, Dr. Heinrich graduated summa cum laude with an MA in educational research and psychology, with an emphasis on sport and exercise psychology. 

Dr. Heinrich is a health behavior researcher and educator with extensive experience leading funded public health and health psychology research. She is a Principal Investigator on an NIH-funded R01 with five years of funding and has led additional externally funded projects supported by the Sunflower Foundation of Kansas, the Robert Wood Johnson Foundation’s Active Living Research program, and the State of Hawaii. Before becoming an adjunct professor at Kansas State University, Dr. Heinrich worked as a professor at the University of Hawaii at Manoa and as a Senior Researcher at The Phoenix. 

Across her research career, Dr. Heinrich has worked at the intersection of health psychology, public health, physical activity policy, and applied exercise interventions. Her research spans youth through older adults and includes diverse populations such as healthy and obese adults, cancer survivors, firefighters, military personnel, and policymakers. She has authored a substantial body of scholarly work, including 31 first-author and 38 senior/last-author peer-reviewed publications, with research appearing in journals such as Scientific Reports, the International Journal of Behavioral Nutrition and Physical Activity, JMIR mHealth and uHealth, Sports Medicine, and Biology. Dr. Heinrich’s work has also reached broad audiences through media and professional platforms. She has been interviewed by outlets including The New York Times, and Vox.

With 22 years of mentorship experience, Dr. Heinrich has a strong track record of mentoring students who have presented and published research, secured research funding, and gained admission to strong medical and graduate programs. She has also been a research mentor for the international organization ReachSci, helping students and faculty members from multiple underrepresented countries conduct and publish research in peer-reviewed journals.

As a research mentor, Dr. Heinrich is known for empowering her students throughout the research process by challenging them to learn and apply their practical and course knowledge, recognize their strengths, and extend kindness. She takes a structured approach to mentoring by first getting to know the student, their background, interests, and goals, and collaboratively developing a plan for their research with clear and specific deadlines. Students who Dr. Heinrich has supported in research have been accepted to Oklahoma State University, the University of Kansas Medical Center, Wichita State University, Tufts University, St. Mary's University, Michigan State University, the University of Central Missouri, and Kansas State University.

Dr. Heinrich helps students develop a passion for research by focusing on the simplicity of asking an important question and designing a research study to clearly answer it. She believes this approach equips future medical students with applied experiences that deepen critical thinking and enable them to translate knowledge beyond the classroom and into practice. Supporting students as they ask meaningful questions and generate new knowledge brings her joy.

Dr. Sanku began her academic career at the University of Illinois at Chicago, where she earned a BS in neuroscience and an MPH in epidemiology and biostatistics. At Georgetown-NIH, her research focused on parasite–viral co-infection models and immune regulation in chronic infectious disease. During her doctoral training, she co-led an NIAID-funded COVID-19 project generating SARS-CoV-2–specific T cells and served as Lead Author on multiple peer-reviewed publications in Frontiers in Immunology. 

While completing her doctoral studies, Dr. Sanku also worked as a consultant to the World Bank Group, where she contributed to flagship reports on pandemic preparedness, genomic surveillance, and health system resilience, including chapters on emerging infectious disease preparedness and One Health strategy. Her work has been presented at national and international conferences, including the American Society of Tropical Medicine and Hygiene, NIH-FDA symposia, the American Public Health Association, and Psychedelic Science. As a Medical Scientific Liaison with the Americas Health Foundation, Dr. Sanku has facilitated more than ten high-level expert conferences across Latin America, aligning oncologists and immunologists on evidence-based treatment strategies and policy priorities. Her peer-reviewed publications include first-author basic science work on helminth-derived extracellular vesicles and SARS-CoV-2 immune responses, as well as clinical and policy-focused expert consensus manuscripts in journals such as Cancer Control, Clinical Lymphoma, Myeloma & Leukemia, and ecancermedicalscience.

Dr. Sanku’s academic journey has been recognized with honors, including the Georgetown Bark Tank Entrepreneurship Finalist distinction, the NTI Biosecurity Challenge Winner Award, and the APHA Genomics Forum Outstanding Graduate Student Researcher Award. She was awarded the Georgetown-NIH Pre-Doctoral Scholarship and has received multiple honors at the University of Illinois, including the UIC Medical Scientist Training Program Award and the UIC School of Public Health Graduate Research Award.

Dr. Sanku is an experienced mentor to undergraduate, MPH, and early-career trainees across academic and policy environments, including mentoring summer interns at NIH NIAID and coaching conference presenters through the Intercollegiate Psychedelic Network. She guides students through literature synthesis, data analysis, and manuscript preparation with a structured yet empowering approach, and provides iterative feedback to help mentees build both technical skill and intellectual confidence. Students she has supported have been accepted to the University of Minnesota School of Medicine, the University of Miami School of Medicine, Harvard Kennedy School, NYU School of Public Health, and the University of Washington School of Medicine.

Dr. Sanku believes research is a discipline that sharpens analytical reasoning, intellectual integrity, and systems-level thinking. She has supported students in research projects spanning biostatistics, epidemiology, genomics, public health, health services, health policy, health economics, and behavioral and social sciences. 

Having navigated competitive global health fellowships, international research appointments, and interdisciplinary scientific collaborations across four continents, Dr. Sanku is deeply committed to helping students chart ambitious yet strategic academic paths. She is particularly passionate about expanding access to research for students from diverse lived experiences, and about widening the pipeline so that the next generation of physician–scientists reflects the global communities they serve.

Before pursuing a PhD, Dr. Leckey earned dual bachelor’s degrees in psychology and neurobiology, physiology, and behavior from the University of California, Davis, where she was inducted into the Phi Kappa Phi Honors Society. After graduating, she worked as a Junior Specialist in the Memory and Development Lab, contributing to several longitudinal behavioral and MRI studies. She then completed her PhD at the University of California, Davis, where her research examined the neurological mechanisms and developmental trajectory of memory and metacognition from toddlerhood through adulthood.

Following the completion of her PhD, Dr. Leckey began working as a research scientist across multiple universities, including R1 institutions such as UC Davis and the University of Texas at Austin, as well as HBCUs, including the University of the District of Columbia and Morgan State University. Her work focuses on how students’ beliefs, learning environments, and psychological experiences influence academic achievement and long-term college success. She currently serves as Lead Research Scientist at UC Davis. 

Dr. Leckey has authored publications in peer-reviewed journals, including Nature Communications, Nature Human Behaviour, Proceedings of the National Academy of Sciences (PNAS), Child Development, and NeuroImage, and has presented her work at national and international conferences such as the Society for Research in Child Development (SRCD), the American Educational Research Association (AERA), and the International Congress of Psychology. Her research spans cognitive psychology, neuroscience, education, and applied data science. She has extensive experience using tools such as R, Mplus, and survey platforms to analyze complex real-world datasets, and she has led and contributed to multi-year longitudinal studies involving thousands of students. Her work includes designing studies, cleaning and analyzing large datasets, interpreting results, and communicating findings through publications, reports, and presentations for both academic and public audiences.

With nine years of mentorship experience, Dr. Leckey has supported high school, undergraduate, and graduate students through every stage of independent research—from developing research questions and conducting literature reviews to designing studies, analyzing data, and preparing written and oral presentations. Students she has coached have successfully completed independent projects, gained confidence as researchers, and have been admitted to their chosen academic programs. 

As a mentor, Dr. Leckey takes a collaborative and personalized approach, offering encouraging support while maintaining high academic rigor. She believes students learn best when they feel invested in topics, so she helps them refine ideas they genuinely care about while teaching structured research methods that make ambitious projects achievable. Dr. Leckey explains ideas in multiple ways, adapts explanations to each student’s learning style, and breaks intimidating research tasks into manageable steps. By combining clarity with enthusiasm, she helps students develop strong reasoning skills, clear writing, and confidence with data, ensuring they leave with a completed project and transferable scientific and critical-thinking skills.

Dr. Leckey is passionate about mentorship because she believes research empowers students to ask meaningful questions about the world and discover their academic identity. She enjoys helping students realize that research is not reserved for experts—it is a learnable process that rewards curiosity, persistence, and creativity. 

Across her training and career, Dr. Secor has built a wide-ranging research portfolio grounded in equine immunology and sports medicine. Before attending vet school, Dr. Secor earned a Bachelor's degree from Cornell University, graduating magna cum laude with distinction in research. During her undergraduate studies, Dr. Secor focused on equine neonatal immunology and successfully published a first-author paper describing the transfer of immune cytokines by colostrum to equine neonates.

Dr. Secor explored other research areas in vet school through several internship periods spent working with Nutramax Laboratories, exploring inflammatory markers in chondrocyte cultures and the effects of nutraceuticals and therapeutics on their production. During residency. She completed a Master's degree, shifting to clinical research through her study of an alternative technique for prosthetic laryngoplasty in the horse. During her PhD training, Dr. Secor combined her passion for immunology and brought it into equine sports medicine. Through her thesis entitled "Investigating Joint Pathophysiology Through Synovial Fluid Proteomics, Immune Cell Profiling, and Therapeutic Approaches in Equine Osteoarthritis," Dr. Secor discovered several promising diagnostic biomarkers, implicated several immune cell types in disease pathogenesis, and explored the effects of current and novel therapeutics.

Dr. Secor's work has been published in highly competitive journals, including the Equine Veterinary Journal, American Journal of Veterinary Research, and Veterinary Surgery. She has presented her work at many national and international professional conferences, including meetings of the American College of Veterinary Surgeons, North American Veterinary Regenerative Medicine Association, and Veterinary Comparative Research Society. Dr. Secor has won two separate awards for her outstanding poster presentations. Additionally, she was selected as the 2025 Grayson-Jockey Club Research Foundation Storm Cat Research Career Advancement Award Recipient.

Dr. Secor loves mentoring students and veterinary house officers, taking tremendous joy in watching them progress and succeed. She has served as an undergraduate and veterinary student research mentor at Cornell University, as well as a mentor and Principal Investigator through the Harvard University Undergraduate OpenBio Laboratory program. Dr. Secor has guided undergraduate and veterinary students through study design, data analysis, and scientific communication, and her mentees have gone on to programs including the University of California, Davis School of Veterinary Medicine, Ross University School of Veterinary Medicine, and Kansas State University. 

Dr. Secor understands the complexities of navigating professional school applications alongside conducting high-quality research and can offer firsthand experience in balancing research, clinical aspirations, and making career shifts.

Dr. Nowak began her academic journey at North Carolina State University, where she graduated summa cum laude with a BS in molecular, cellular, and developmental biology. She was a member of the University Honors Program, served as a tutor in the University Tutorial Center, and was actively involved in undergraduate research. Her early achievements were recognized with the People Helping People Scholarship from the State Employees’ Credit Union.

Throughout her research training, Dr. Nowak has developed strong expertise in preclinical cancer models, immunofluorescence imaging, flow cytometry, and quantitative image analysis. She has led projects investigating T cell distribution and activation within brain tumors, evaluated immune responses in murine models, and contributed to studies aimed at improving immunotherapeutic strategies. Her doctoral work focused on tumor immunology, immune cell dynamics, and advancing focused ultrasound technologies for brain tumor research.

Dr. Nowak’s work has resulted in presentations at national scientific meetings and peer-reviewed publications, including Neuro-Oncology Advances, Cancer Letters, and Cell Reports. Alongside her laboratory work, Dr. Nowak has built a strong foundation in scientific communication through her doctoral training, a competitive science writing internship at Virginia Commonwealth University, volunteer work with the Pet Cancer Foundation, and service as a copyeditor for the Journal of Emerging Investigators. These experiences strengthened her ability to translate complex scientific findings into clear, compelling narratives for both scientific and public audiences.

Dr. Nowak has mentored undergraduate and graduate trainees in experimental design, technical skill development, data analysis, and scientific writing. She has guided students through every stage of the research process—from developing a compelling research question and conducting thorough literature reviews to analyzing data and preparing abstracts, posters, and manuscripts. As a biomedical scientist and mentor with extensive training in translational research, she has supported students conducting research in cancer biology, tumor biology, immunology, and molecular biology. 

As a research mentor, Dr. Nowak is known for her structured and personalized approach. She believes that strong research training begins with intellectual curiosity and is strengthened by organization, critical thinking, and communication. Her greatest strengths include breaking down complex scientific concepts into understandable components, helping students refine their academic writing, and teaching them how to think strategically about research impact. She emphasizes technical rigor, resilience, time management, and professionalism. Students frequently describe her as patient, detail-oriented, and deeply invested in their growth as independent thinkers.

Before obtaining a PhD, Dr. Schneider began her academic career at Erskine College, where she graduated magna cum laude with a BS in biology and chemistry and a minor in psychology. She graduated with honors in biology for her thesis on developing an opioid agonist for a non-addictive pain reliever, completed in collaboration with an MD/PhD trainee at the Medical University of South Carolina. She also served as an undergraduate research mentor at Erskine College. This early scientific training set the stage for her successful career and her passion for developing the next generation of scientists.

Dr. Schneider served as a graduate research mentor at the University of Tennessee Health Science Center, and her dissertation work examined cholesterol modulation. She is now advancing translational research on how metabolic disorders influence cardiovascular disease at the University of Utah Cardiovascular Research and Training Institute. Dr. Schneider has published many papers in respected journals, including Biochimica et Biophysica Acta, Advances in Experimental Medicine and Biology, and the International Journal of Molecular Sciences. Her research spans biochemistry, molecular biology, cellular biology, biophysics, and whole-body physiology, all of which she has incorporated into her cardiovascular research. Her academic excellence has been recognized through awards such as the Frank W. Dugan Fellowship for Studies of the Causes and Cure of Cardiovascular Disease and the Fellows Biophysical Research Conference at the National Institutes of Health (BFRC-NIH) Travel Award.

Dr. Schneider has mentored students at multiple training levels, helping them write abstracts, co-author papers, deliver poster and oral presentations, and gain admission to undergraduate, graduate, and medical programs. Students she has mentored have been accepted to a wide range of undergraduate, graduate, research, and medical programs, including the University of Tennessee Health Science Center, St. Jude Children’s Research Hospital, Washington University, Johns Hopkins University, Duke University, the Medical University of South Carolina, the University of South Carolina Medical School, and Edward Via College of Osteopathic Medicine.

As a research mentor, Dr. Schneider’s passion for guiding the next generation of scientists stems from her own experiences. She draws on her own learning and growth to support students while recognizing that every learner is different. She invests in each student by learning about their background, interests, and goals so she can work alongside them to craft individualized research plans to reach those goals. Dr. Schneider’s background in tutoring and mentoring provides her with the knowledge and experience to help students succeed. She encourages students to pursue and conquer their dreams.

Dr. Antrobus began his academic training at Lawrence University, where he earned a BA in biochemistry as a Posse Foundation Scholar, graduating with multiple Dean’s Awards for academic excellence. His early laboratory training in biochemistry included investigating the role of the protein angiogenin in cancer and blood vessel growth, which introduced him to rigorous experimental design, molecular analysis techniques, and translational biomedical research. This foundation sparked his interest in how fundamental biological mechanisms can be engineered into real-world therapeutic solutions. Dr. Antrobus further expanded his research experience through the National Science Foundation Research Experiences for Undergraduates program at the Milwaukee School of Engineering, where he conducted interdisciplinary research integrating bioengineering with material science.

During his graduate training, Dr. Antrobus’ research centered on designing high-performance biomaterials for tissue-engineering applications, including ligament and tendon regeneration, and on sustainable next-generation textile materials. His research has been published in Environmental Science Advances and Nature Communications Engineering, and has been featured in Netflix’s The Future Of and Discovery+’s Curb Your Carbon.

In addition to his academic work, Dr. Antrobus has contributed to translating biomaterials research into commercial ventures, including supporting the development of seaweed-based textile fibers that launched the startup AlgiKnit. He is also the Founder of a biotechnology startup, AceTech, leveraging the power of bacteria to develop biotextiles engineered with natural waterproofing and improved environmental performance to replace PFAS-coated garments.

Dr. Antrobus has mentored students across the high school, undergraduate, and early graduate levels, advising them in research development, abstract and poster preparation, and strengthening their scientific writing and analytical skills. He has worked as a research mentor at Columbia University and as a STEM academic mentor through the Armory College Preparation High School Program. He supports students in translating their ideas into structured research questions, designing experiments, and communicating their findings with clarity and confidence.

Dr. Antrobus’ passion for mentorship is rooted in the impactful guidance he received throughout his own training and his lived experience navigating environments where representation was limited. As an underrepresented scientist and entrepreneur, he has often found himself to be the only person of color in academic and innovation ecosystems. This experience has shaped his commitment to mentoring the next generation of researchers, including those from underrepresented backgrounds, ensuring they have access to the resources, confidence, and strategic guidance needed to thrive.

Dr. Antrobus has experience guiding students in research spanning biochemistry, bioengineering, and biomedical engineering. He invests in understanding each student’s background, interests, and long-term goals to develop research plans tailored to their academic level and aspirations. Dr. Antrobus’ strengths include guiding students through experimental design, critical analysis of scientific literature, data interpretation, and scientific communication. He cultivates a mentoring environment that is structured and adaptable, encouraging students to pursue their curiosity while grounding their work in clear frameworks and tangible next steps. Whether guiding a student through manuscript preparation, study design, or the development of their research question, he ensures each mentee leaves with clarity and confidence.

Before pursuing a PhD, Dr. Rees began her research career at the Georgia Institute of Technology, where she earned a degree in biology and gained early laboratory experience through undergraduate research. As a graduate researcher at Texas A&M University, Dr. Rees investigated the neurological consequences of 15q13.3 microdeletion syndrome using a homologous mouse model. Her dissertation, Characterization of the 15q13.3 Microdeletion and Its Effects on Neuronal Excitability, Astrocyte α7 nAChR Dynamics, and Neuroinflammation, examined how this genetic deletion alters hippocampal circuitry, astrocyte signaling, and inflammatory pathways.

Dr. Rees’ research integrated diverse experimental approaches, including genetically encoded calcium indicators, electrophysiology, cytokine profiling, and quantified cytokine and chemokine mRNA expression. She has authored five peer-reviewed publications—four from her graduate work and one from her undergraduate research—in reputable journals such as Cytokine, Brain Research, and Genetics. She is currently preparing additional manuscripts for publication and has presented her research multiple times at the Society for Neuroscience national conference.

With 10 years of research mentorship experience, Dr. Rees is known for creating a structured, supportive environment that helps students build both competence and confidence. She has mentored undergraduate and master’s students in laboratory techniques, experimental design, and data analysis. She has expertise in guiding students in research spanning genetics, immunology, molecular biology, and neuroscience.

Dr. Rees believes that effective mentorship is built on a strong relationship grounded in shared clarity about the research process and the student’s goals. She prioritizes developing a collaborative working relationship with each student, taking time to understand their learning style, strengths, growth areas, and goals. She guides students through the research process in a structured, supportive way that builds both competence and confidence. Many of Dr. Rees’ mentees have gone on to medical school, graduate programs, and other professional pathways.

Dr. Berry began his academic training at Park University, where he earned a degree in chemistry. He then completed a teaching certificate at the University of Central Missouri before graduating with an MBA with a concentration in accounting at Texas A&M University. Dr. Berry was awarded the Larry and Phyllis Hughes Award for Leadership Studies Endowment while completing his PhD. 

While completing his PhD at the University of Houston, Dr. Berry served as a research mentor. In this role, he researched utilizing machine learning techniques to analyze student data and to identify motivation from student responses. He currently teaches quantitative analysis, survey design, and analysis in R and Python at Baylor University.

Dr. Berry also serves as a research mentor and consultant to students interested in conducting research, with an emphasis on study design, methodology, and data analysis. With five years of mentorship experience, Dr. Berry holds advanced training in education and a proven record of helping students, institutions, and clients make informed decisions through clear communication, thoughtful analysis, and a dedicated commitment to excellence. Students Dr. Berry has mentored have pursued opportunities at institutions including Baylor College of Medicine, Cornell University, and Harvard University.

Dr. Berry’s achievements reflect a career built on student growth and success. Whether assisting students, working with faculty, or conducting cutting-edge research, he is dedicated to providing thoughtful support and dependable results.

Dr. Schlager earned a BS from the University of Illinois before completing an MS in microbiology and a PhD in immunology at the University of Illinois Medical Center, where he was recognized with the Milan V. Novak Prize in Microbiology. He completed postdoctoral training at the National Cancer Institute at the National Institutes of Health before earning an MD and completing an internal medicine residency. 

Dr. Schlager has extensive experience designing and conducting clinical studies as a liaison to principal investigators and clinical study sites, leading project planning and execution, and supporting regulatory filings across Phase I–IV trials. Over the past decade, he has led teams that successfully filed six New Drug Applications (NDA) or Biologics License Applications (BLA), with therapeutic experience spanning oncology and hematology, cardiovascular disorders, pulmonary diseases, allergy and infectious diseases, gastroenterology, CNS disorders, rare diseases, rheumatology, and biosimilars. 

For over 20 years, Dr. Schlager has served as Senior Clinical Director at Therapeutic Window LLC, partnering with pharma/biotech organizations and medical education and communications groups to develop high-quality clinical and scientific content and program structures for live meetings and enduring materials across print, video, and digital media. He has extensive leadership experience in medical affairs, competitive intelligence, business development, pharmacovigilance, and health economics and outcomes research.

Dr. Schlager has mentored trainees at the MS and PhD levels as a graduate student mentor at the University of Notre Dame and brings a structured, practical approach to guiding students through study design, scientific writing, and translating ideas into publishable work. Students he has supported have gone on to programs and institutions including Loma Linda University School of Medicine, Fred Hutchinson Cancer Center, Loyola University Chicago, and the University of Puerto Rico School of Medicine.

At WashU in St Louis, Dr. Pedamallu studied computational biology and healthcare management, laying the foundation for her training at the intersection of clinical medicine, population health, and health systems research. During medical school, Dr. Pedamallu developed a robust research portfolio centered on cardiometabolic disease, women’s health, and disparities in cardiovascular prevention. Her work leveraged large longitudinal cohorts and national datasets, including CARDIA, MASALA, MESA, PRAMS, and CDC WONDER, and applied advanced epidemiologic and biostatistical methods to study inequities in cardiac rehabilitation utilization, subclinical cardiovascular disease, and early cardiometabolic risk factor progression.

Dr. Pedamallu’s scholarly work has resulted in multiple peer-reviewed publications, including first-author papers and invited commentaries in JAMA Internal Medicine, with additional manuscripts under review in leading cardiovascular journals. She has presented her research at national and international conferences, including the American Heart Association Scientific Sessions, where her work has highlighted persistent gender-, race-, and insurance-based inequities in cardiovascular risk assessment and recovery. With expertise in cardiovascular epidemiology, health equity, and translational outcomes research, her work focuses on understanding how social disadvantage, sex-specific biology, and life course exposures shape long-term cardiovascular health, with the goal of informing earlier, more equitable prevention and care. Her research is motivated by the gap between guideline-based prevention and real-world access, especially among women and underserved populations.

In addition to her academic work, Dr. Pedamallu is deeply committed to mentorship and community engagement. She was a Schweitzer Fellow, through which she designed and implemented a community-based health education program focused on improving cardiovascular and chronic disease health literacy among South Asian immigrant communities. This experience reinforced her commitment to culturally informed care and community-partnered approaches to prevention.

Dr. Pedamallu has mentored undergraduate, post-baccalaureate, and medical trainees through all stages of the research process, from study design and data analysis to abstract preparation and manuscript development. She has supported students through the research process in areas such as behavioral & social sciences in health, epidemiology, genetics, genomics, health policy, health economics, public health, and health services and outcome research.

Students who Dr. Pedamallu has coached have been accepted to programs at Vanderbilt University, Washington University in St. Louis, Northwestern University, the University of Illinois, Tulane University, and George Washington University. Her mentorship style is structured, supportive, and highly individualized, emphasizing clarity, rigor, and trainee ownership while helping mentees connect research experiences to broader clinical and career goals. 

Dr. Nwankwo is a physical medicine & rehabilitation (PM&R) resident at Baylor College of Medicine and plans to pursue a pain medicine fellowship. She completed the combined BA/MD program at the University of Missouri-Kansas City (UMKC) School of Medicine, earning a degree in biology and chemistry, and graduating with departmental distinction in academic excellence from the School of Biological and Chemical Sciences. 

Throughout her training, Dr. Nwankwo has been an active clinical researcher and presenter. She has delivered posters and podium presentations at the Texas Pain Society Annual Meeting and the American Society of Interventional Pain Physicians (ASIPP) conference, exploring topics such as combination closed-loop and dorsal root ganglion stimulation for cancer-related pain, scrambler therapy for chemotherapy-induced peripheral neuropathy, and temporary peripheral nerve stimulation for greater occipital neuralgia. She also serves as Co-Investigator on a multicenter trial evaluating novel neuromodulation devices in oncology rehabilitation.

As a mentor, Dr. Nwankwo specializes in an individualized coaching style, helping students at every step of the research process. Dr. Nwankwo is deeply passionate about equity in medicine and empowering the next generation of healthcare leaders through thoughtful, strategic guidance.

Before attending medical school, Dr. Reeson graduated summa cum laude with a BS in neuroscience and a departmental award for exceptional performance from Creighton University. She was awarded the competitive, paid Summer Undergraduate Research Fellowship by the Creighton University Chemistry Department and was elected into Alpha Sigma Nu and the Phi Beta Kappa Honor Society. Her undergraduate work was supported by multiple travel research scholarships, allowing her to present her findings at scientific meetings and gain early exposure to academic medicine. Dr. Reeson also held a paid research position within Nebraska Medicine’s Department of Neurological Sciences, where she studied the neurobiology of children with hearing loss. This experience strengthened her foundation in translational research and reinforced her interest in clinically meaningful, outcomes-driven scholarship.

As a medical student, Dr. Reeson was selected for a highly competitive, paid research fellowship within Stanford Medicine’s Department of Orthopaedic Surgery, where she developed advanced skills in clinical research design, data analysis, and academic writing—skills that allowed her to rapidly transition to independently leading research projects. Dr. Reeson received numerous awards in medical school, including the Creighton University School of Medicine Academic Merit Scholarship, the Medical Dean’s Magis Scholarship Award, and the Ruth Jackson Orthopaedic Society Medical Student Scholarship Award.

As a medical student at Creighton University School of Medicine–Phoenix Campus, Dr. Reeson conducted extensive research across orthopedic surgery, urology, general surgery, and biomedical engineering. She collaborated with Arizona State University, Phoenix Children’s Hospital, Mayo Clinic Arizona, and Creighton University School of Medicine, leading projects from concept and IRB approval through data analysis, manuscript preparation, and submission. Her work has resulted in numerous first-author publications in top-tier, peer-reviewed journals and multiple awards for podium and poster presentations at both local and national scientific meetings. Her research aptitude was recognized early by faculty mentors, one of whom described her as “a medical student operating at a level far beyond most residents.”

Dr. Reeson has over 20 publications in multiple journals, including the Journal of Bone and Joint Surgery, the Journal of Urology, the American Journal of Surgery, and others. She has been the Lead Author on four published articles, four currently under review, and eight ongoing research projects. She also won First-Place Poster at the Association of Women Surgeons Southwest Regional Conference. 

Dr. Reeson has led and supervised more than 15 research projects and is deeply passionate about mentoring students pursuing research, particularly those aiming for competitive specialties or training at institutions with limited research infrastructure. Having navigated these challenges, she excels at helping students develop high-yield research questions, design feasible studies, write publication-ready manuscripts, and successfully present their work. Her greatest strength as a research mentor is her ability to transform what often feels like an intimidating research process into straightforward, achievable goals, using language accessible to beginners. Her mentorship philosophy centers on meeting students exactly where they are—regardless of prior research experience—and providing the structure, clarity, and support needed to succeed.

Dr. Reeson has mentored numerous students in research and is highly attuned to the challenges novice researchers face. Students she has mentored have been accepted to multiple prestigious medical institutions, including Creighton University School of Medicine, University of Iowa School of Medicine, Nebraska Medicine, University of Arizona College of Medicine, Tufts University School of Medicine, Loyola Chicago Medicine, Northwestern University Feinberg School of Medicine, the University of Kansas School of Medicine, and others. She has experience guiding students in research spanning topics in biomedical engineering, chemistry, and neuroscience.

Passionate about coaching students, Dr. Reeson understands the power of high-quality clinical research and the confidence it can instill early in a career. She is particularly committed to showing students that meaningful research productivity does not require stepping away from training for years at a time. Having successfully integrated research into her undergraduate education, medical school, and residency without delaying her career, she is an expert in helping students build sustainable research productivity within demanding schedules.

Dr. Hill’s academic journey began at the University of Chicago, where she earned a BS in microbiology, completed advanced coursework in molecular genetics and bioinformatics, and received recognition for research presentations on microbiome analysis. Her early research focused on characterizing the human microbiome across diverse clinical contexts, including investigations into the commensal urinary microbiome and its association with response to Bacillus Calmette-Guérin (BCG) immunotherapy in non-muscle-invasive bladder cancer. This body of work, published in journals such as Journal of Clinical Oncology, the Journal for Immunotherapy of Cancer, Cancer Research, and the Journal of Urology, contributed to emerging evidence that microbial community composition may influence immunotherapy outcomes.

Additionally, Dr. Hill has co-authored work examining the gut microbiome in the context of maternal mental health, published in Biological Psychiatry. Her research contributions also extend to broader discussions of probiotics and microbiome therapeutics, as well as collaborative clinical imaging studies investigating predictors of breast cancer treatment response. She completed her PhD in host–microbiome interactions, where her work focused on modeling antimicrobial resistance gene mobility across longitudinal human cohorts using high-performance computing, statistical modeling, and bioinformatics pipeline development. Dr. Hill has been supported by numerous scholarships and awards throughout her educational journey, including the Odyssey Scholar Award, New Venture Scholar Award, Paris European Civilization Study Abroad Scholarship, and Marine Biological Laboratory Course Scholarship.

Dr. Hill’s research integrates wet-lab experimentation with computational genomics and clinical data analysis. Her work has involved whole-genome sequencing, resistome characterization, mobile genetic element annotation, and the development of Markov-based models to predict antimicrobial resistance dynamics. She has extensive experience analyzing high-dimensional datasets in R and Python, building reproducible pipelines, and translating complex genomic findings into clinically meaningful insights that inform future therapeutic strategies.

Dr. Hill also brings strong experience at the intersection of research operations and education. She has worked as a Clinical Research Coordinator at the University of Chicago, an experience that strengthened her ability to connect bench research with patient-centered outcomes. This approach continues to shape her work as she pursues a career as a physician–scientist in gastroenterology at the University of Vermont College of Medicine.

Dr. Hill has extensive teaching and mentorship experience across diverse learning environments. She has taught anatomy and physiology at the undergraduate level, served as a Lead Instructor for Correlation One in data analytics and programming, and developed and delivered an original microbiome curriculum for high school students in London. She has mentored Master’s students in laboratory and computational research, guiding them through experimental design, troubleshooting, data interpretation, and scientific writing. Students who Dr. Hill has mentored have been accepted to institutions including the University of Chicago, Yale University, King’s College London, and NYU.

As a research mentor, Dr. Hill combines rigor with approachability. She emphasizes conceptual mastery, mechanistic reasoning, and scientific storytelling. Her mentorship style is highly structured yet individualized, helping students identify meaningful research questions, conduct comprehensive literature reviews, analyze data confidently, and communicate findings with clarity. She believes that research training builds resilience, intellectual independence, and critical thinking, skills that extend far beyond the laboratory.

With 10 years of mentorship experience, Dr. Hill is especially passionate about supporting students who are pursuing medicine and biomedical research. Having navigated advanced research training and medical education, she understands the challenges of balancing scientific ambition with long-term career planning. She is committed to helping students build confidence, develop a strong research identity, and produce work that meaningfully strengthens their academic trajectory.

Dr. Coveleskie’s graduate work at UCLA led to scientific publications and extensive conference participation, reflecting her enthusiasm for sharing research and engaging with the broader scientific community. Since completing her PhD, Dr. Coveleskie has remained at the forefront of research and innovation at the intersection of clinical research and technology. She worked as a Clinical Research Scientist at Science 37 and later as a Program Manager for Clinical Technology Innovations at Vertex Pharmaceuticals. She has developed and implemented endpoints for clinical research trials in dermatology, neurology, psychiatry, cystic fibrosis, and other rare diseases. Her work has influenced National Institutes of Health guidelines, standard operating procedures, and the patient experience when it comes to technology use for decentralized clinical trials.

Throughout her career, Dr. Coveleskie has maintained a strong commitment to teaching and mentorship. She spent years at UCLA working with undergrads (particularly pre-meds) and graduate and medical students as a mentor in her research lab. She also taught undergraduate neuroscience courses. Students who Dr. Coveleskie has mentored have gone on to become MDs, DOs, dentists, and successful PhD researchers themselves. 

Dr. Coveleskie has experience mentoring students in research topics spanning behavioral and social sciences in health, molecular biology, neuroscience, physiology, and integrative biology. One of her greatest strengths is helping young researchers discover and develop their own passions and interests. Her goal is to show others how the foundations of research can serve as building blocks for success in any career or life path.