In the Classroom
From Folklore to Molecular Pharmacophores: Cultivating STEM Students among Young, First-Generation Female Mexican-Americans by Jessica Gardea† Franklin High School, El Paso, Texas 79912, United States by Laura Rios‡ Coronado High School, El Paso, Texas 79912, United States by Rituraj Pal, by Jorge L. Gardea-Torresdey, and by Mahesh Narayan* Department of Chemistry, University of Texas at El Paso, El Paso, Texas 79968, United States *
[email protected]. †Current Address: Jessica Gardea, College of Natural Sciences, University of Texas at Austin, Austin, Texas 78705 ‡ Current Address: Laura Rios, Oberlin College, Oberlin, Ohio 44074
This commentary describes vignettes from a successful research program at UTEP in which coauthoring high school students are paired with a graduate student to advance a molecular-level understanding of biomedical intervention by traditional phytoremedials (plant-based remedies) in neurodegenerative disease processes. Considering that the selected phytoremedials originate from Mexico, Latin America, and the Indian subcontinent and are familiar folklore (“kitchen theraceuticals”) to the participating Hispanic and Indian scholars, the research project provides an enhanced sense of importance, ownership, and enthusiasm. Eventually, it cements the bridge to a future STEM-related college education, engages in the nation's STEM capacity-building mission, and contributes to the nation's Hispanic science and technology workforce of tomorrow. The REAP Program at The University of Texas at El Paso The Research and Engineering Apprenticeship Program (REAP) under the Academy of Applied Science (AAS) was created in 1979 to encourage high school students who are economically and socially disadvantaged to pursue careers in mathematics, science, and technology through hands-on experience in research and development (1). It receives funding from the U.S. Army, among other sources. At the University of Texas at El Paso (UTEP), the chairman of the Department of Chemistry, Jorge Gardea-Torresdey, has been the principal investigator on funding from the REAP program for the last nine years. This enabled him to fund the participation of high school students who were socially and economically disadvantaged, primarily Hispanic students from the surrounding El Paso, Soccoro, Ysleta, and Canutillo School districts, to pursue summer research opportunities within research labs at UTEP. Table 1 provides a summary of student demographics and areas of project participation in the REAP program between 2005 and 2009. REAP funding enabled underserved high school students (in this case, women and those with Hispanic heritage) to pursue research opportunities in a university, which might
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otherwise have not been possible. Furthermore, students were permitted to choose areas of research that appealed to them, including traditional and interdisciplinary subject areas. From Folklore to Molecular Pharmacophores The laboratory of Mahesh Narayan investigates the molecular basis by which traditionally known herbals, kitchen medicines, and ethnopharmaceuticals intervene in the prevention of neurodegenerative disorders. Specifically, researchers in this lab work on characterizing the ability of curcumin (a component of turmeric spice from the Curcuma longa plant), masoprocol (from Larrea tridentata), and ethanolic extracts of neem (Azadirachta indica) to prevent reactive oxygen species linked protein misfolding. These herbal extracts have been known for years as remedies in India and Mexico for prevention of various ailments such as sepsis, irritable bowel syndrome, arthritis, microbial infection, cancers, kidney stones, ulcers, Alzheimer's, Parkinson's, and other diseases (2-5). However, in many of the scenarios described, the mechanism of action remains unknown. Two of us, J.G. and L.R. worked in the laboratory of one of us, M.N., to determine the free-radical scavenging ability of polyphenolic phytochemicals. Specifically, J.G. was involved in determining whether curcumin, the principal phytochemical in turmeric, is able to scavenge hydroxyl radicals generated from the Fenton reaction and rescue the oxidoreductase chaperone, protein disulfide isomerase, from oxidative damage. To achieve this objective, J.G. tested the purity of curcumin obtained commercially by high-performance liquid chromatography (HPLC) analysis. She then applied Fenton chemistry to generated hydroxyl radicals in the presence of curcumin and evaluated the reaction products using HPLC and mass spectrometry with the help of one of us, R.P.. Finally, the milk protein β-lactoglobulin (Sigma) was used as a model to mimic the folding of proteins in a control experiment and in the presence of the hydroxyl radicals and hydroxyl radicals plus curcumin. Protein folding kinetics analysis determined the free radical scavenging
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r 2010 American Chemical Society and Division of Chemical Education, Inc. pubs.acs.org/jchemeduc Vol. 88 No. 1 January 2011 10.1021/ed100557u Published on Web 10/28/2010
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In the Classroom Table 1. Distribution of Student Participation in REAP-Funded Projects at UTEP between 2005 and 2009 Area of Projects Analytical Chemistry
2005
2006
1
1
2008
1
1
1
3
1
1
1
4
1
Biochemistry 1b
Environmental Science Geology
1
1 1
Organic Chemistry
2b
Physical Chemistry
1
Physics
1
1
Totals
6
4
1
1
1 1
1
5 2 2
4
4
3
21
All students represented here are Hispanic; students are female (N = 18) unless otherwise noted. b One male student; three male students participated in total.
ability of curcumin and its ability to protect proteins and chaperones from oxidative damage, among other mechanisms (manuscript in preparation; 6 ). L.R. determined whether the milk protein β-lactoglobulin could serve as a naturopathic transporter (carrier) for curcumin, masoprocol, and other synthetic derivatives that would otherwise aggregate because of their hydrophobic nature. L.R. used UVvis spectrophotometry and fluorescence binding to determine that curcumin, but not masoprocol, is able to bind β-lactoglobulin. Fluorescence quenching obtained upon titrating β-lactoglobulin with curcumin was fit to a Langmuir isotherm to yield a Kd of ∼11 μM (stoichiometry 1:1) for the protein-ligand complex (Rios et al., in preparation). Her results demonstrate that the bioavailability of curcumin can be enhanced by a natural carrier not previously shown to bind curcumin. Cultivating STEM Students The projects provide female, first-generation MexicanAmerican high school students with an enhanced understanding of the research experience and its importance toward humanity. For J.G. and L.R., participation fortified appreciation for the need to integrate various STEM disciplines while conducting research. For example, J.G. and L.R. learned about organic chemistry and functional groups and how certain functional groups enhance solubility whereas others reduce it, invoking concepts such as hydrogen bonding, molarity, dilutions, and atomic mass to further their individual projects. The assigned projects required application of fundamental chemical concepts, analytical techniques, and physical chemistry to solve a biological problem. J.G. applied the mole concept, dilutions, MS, UV-vis spectroscopy, and HPLC analysis to determine the mechanism by which protein misfolding relates to the pathogenesis of disease. L.R. applied mathematics in order to derive expressions for binding constants from fluorescence-derived response factors to determine the ability of β-lactoglobulin to bind curcumin. L.R. then evaluated the experimentally obtained data by verifying the “goodness of fit” against the theoretical model she developed. She also attempted to model the binding site of the ligand on the protein using freely available software on the Internet. The results were then analyzed taking into account basic principles such as hydrophobic interactions and salt bridges between the ligand and the protein. Importantly, as the examples above demonstrate, the projects provide students with a sense of ownership and pride which 42
3
b
Material Science
a
2009
Number of Studentsa
2007
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stemmed from being able to contribute to advancing a molecular level understanding of how ethnic medicines, native to their ancestors, intervene in disease processes. Conclusions Perspectives of Past Participants J.G. is now a sophomore honor student at the University of Texas at Austin and L.R. is a junior at Oberlin College. They are committed to continuing to study STEM disciplines and desire to become professionals in the pharmaceutical and chemical industries. Both have commented on their experience in the REAP program and how it benefitted them individually and in their current educational pursuits. From L.R.'s perspective, interacting with a graduate student was very beneficial. Despite never having previously mentored any high school students, R.P. was very helpful, especially during her first couple of years in a research facility when L.R. needed assistance on a number of occasions. Now a senior member in a research group at Oberlin College, L.R. keeps in mind the help she had from R.P. when she becomes “frustrated with freshmen and others with fumbling hands”. L.R. remembers, “Not only did he [R.P.] teach, but he let me stumble, which ended up being the most valuable experience of all”. She further states that the REAP research experience was invaluable to her during her first years of college. L.R. observes: In a freshman lab, I was astounded as to the many finer points of research that never seem to get taught in a general chemistry course. How to pipette properly? How to do simple statistical analysis in programs such as Excel or Gaussian, even how to properly remove one's gloves;all these ones that one takes for granted when you experience it in the field, but never in a classroom. Learning how to accurately and succinctly report data, and thoughts has been most useful. Less tangibly, but more importantly, the most valuable tool I gathered while doing research in high school was the ability to think on my feet and never be let down by setbacks. In the world of scientific research, it is a general truism that nothing quite goes right the first time. Learning how to tinker and maneuver oneself about these setbacks has proven to be a most powerful resource. This skill has allowed me to develop into an independent and consistent contributor to my school's research team.
From J.G.'s perspective, she appreciates that “the graduate student would mentor me daily and help me with any struggles
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In the Classroom
that I faced. He would explain exactly what was happening during each chemical reaction and the overall goal of the project.” J.G. also reflects: The experience helped me monumentally my first year of college. I had a head start compared to all of the other students, experience in a lab allowed me to stand out and impress my professors with my acquired skills. I knew how to use specialized equipment that only college students are exposed to. I was motivated to continue in STEM because of all the benefits one receives such as experience, learning, and excelling. It was a great way to spend the summer while having fun and contributing to the fascinating world of science.
Impact of STEM-Related Efforts on U.S. Economy and Prosperity In his State of the Union Address to the nation in January 2006, President George W. Bush articulated the American Competitiveness Initiative (ACI) to encourage American innovation and strengthen our nation's ability to compete in the global economy (7). A sound STEM education forms the underpinnings of a progressive society, which translates directly into securing our national interests. The only alternative is a failed state that relies on foreign workforces and outsourcing mechanisms. Inherent in the ACI are enormous opportunities for Hispanic-serving institutions to help advance America's competitiveness, provided they have the necessary capacity and infrastructure to respond at the level required. These facts suggest that UTEP, and particularly STEM-related departments within, has a fundamental obligation to provide a robust educational experience to female and minority students while equipping them with holistic experiences that are nationally competitive. The REAP program enables this by providing students with opportunities beyond the classroom experience. The REAP program is instrumental in securing the nation's future. By providing opportunities to students who are underprivileged and underserved, REAP and similar efforts will reduce dependence on foreign workers. Considering that by the end of the 21st century estimates predict that 30% of the U.S. population will have Hispanic heritage, programs such as REAP support efforts to develop and maintain a robust, well-trained workforce (8). Steppingstones to STEM Success Finally, the REAP program can be considered in the context of ACS Project Seed, which also provides research opportunities
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within a university research setting to high school students who are economically underprivileged (9). M.N. has successfully obtained funding from the ACS during the last three years. The two programs are similar in nature and provide impetus, opportunity, and exposure to broaden STEM-related education. They are a steppingstone toward obtaining a B.S. degree by cultivating a thirst for knowledge in the student. Both of these programs support retention in STEM disciplines at the college level by nurturing the skills and interests of students and offering access into the word of research and its applications in health, technology, environment, and public policy. We believe that the Research and Engineering Apprenticeship Program opportunities UTEP has provided can serve as a model introductory research program for community colleges, colleges, and universities across the United States to emulate with students from underserved groups. Acknowledgment This project was made possible through the U.S. Armyfunded REAP program within the Academy of Applied Science (Grant#: 911F-04-1-0226). Literature Cited 1. Academy of Applied Science Home Page. http://www.aas-world. org/ (accessed Oct 2010). 2. Arteaga, S.; Andrade-Cetto, A.; Cardenas, R. J. Ethnopharmacol. 2005, 98, 231–239. 3. Bright, J. J. Adv. Exp. Med. Biol. 2007, 595, 425–451. 4. Chauhan, D. P. Curr. Pharm. Des. 2002, 8, 1695–1706. 5. Chen, Q. Curr. Top. Med. Chem. 2009, 9, 1636–1659. 6. Gomez, G.; Mansouraty, G.; Gardea, J.; Narayan, M. Biochem. Biophys. Res. Commun. 2007, 364, 561–566. 7. American Competitiveness Initiative Web Page. http://www2. ed.gov/about/inits/ed/competitiveness/index.html (accessed Oct 2010). 8. United States Hispanic Leadership Institute Research and Reports Web Page. http://www.ushli.org/research/index.php (accessed Oct 2010). 9. American Chemical Society Project SEED Web Page. http://portal. acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ TRANSITIONMAIN&node_id=1588&use_sec=false&sec_url_ var=region1&__uuid=acf7ea56-d4bb-4fc6-ad62-277bed662222 (accessed Oct 2010).
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