Category: Cells, Individuals, and Community

Eye health and phone screen time among college

Author(s): Akosua Mainoo

Mentor(s): Lawrence Cheskin, Nutrition and Food Studies

Abstract

The purpose of this study is to research the correlation between phone screen time
and eye health among college students. I hypothesized students who have a longer
weekly average phone screen time durations will have an increase in negative eye
health symptoms. To assess if students with longer weekly average phone screen
time duration have an increase in negative eye health symptoms. An online survey
of 100 GMU students regarding their current eye symptoms and phone usage will
be collected. The eye health survey was partly modeled after the NIH National Eye
Institute Visual Functioning Questionnaire – 25. Data collected will be analyzed in R
studio to find any correlations.. Students reported an average daily phone screen
time of 6 hours and 45 minutes, and higher screen use especially in dark or low-lit
rooms was significantly associated with increased eye symptoms such as dry, sore,
itchy, and blurred vision. Greater screen time was also linked to reduced sleep and
higher levels of doomscrolling, though sleep was not significantly correlated with
any specific eye symptoms.

Audio Transcript

N/A

Cells, Individuals, and Community OSCAR

Repurposing Ivermectin to Halt Lung Cancer Cell Migration

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Author(s): Alaika Sridhar

Mentor(s): Geraldine Grant, College of Science

Abstract

Ivermectin, a novel antiparasitic, has recently emerged as a candidate with unexpected anti-cancer properties. Some studies report that ivermectin suppresses tumor cell proliferation and migration by regulating signaling pathways linked to cytoskeletal remodeling and disease progression. Lung adenocarcinoma, represented by the A549 cell line, remains difficult to treat due to its capacity for invasion, therapeutic resistance, and poor long-term outcomes. This project investigates whether ivermectin can reduce A549 cell migration through modulation of α-SMA associated contractility and related pathway activity. The proposed methodology includes scratch assays to quantify changes in motility following treatment, and molecular analyses to evaluate shifts in expression of migration-linked markers. These findings aim to clarify ivermectin’s mechanistic impact on lung cancer cell movement and offer insight into its potential relevance as a repurposed therapeutic strategy for limiting tumor progression.

Audio Transcript

My name is Alaika Sridhar, and today I’m going to be talking about my project exploring the effect of ivermectin on A549 lung adenocarcinoma cells.

For context, A549 cells are a non–small cell lung cancer line, a clinically significant cancer type known for its aggressive behavior, high metastatic potential, and resistance to conventional therapies. Because of these challenges, identifying affordable and accessible agents that can reduce cell migration or proliferation is extremely important.

Although ivermectin is well-known as an antiparasitic drug, emerging studies show that it can inhibit proliferation across several tumor types by regulating key signaling pathways. This has generated growing interest in repurposing ivermectin as an anticancer agent.
However, its effects on A549 cells, particularly through cytoskeletal and migration-related pathways, are still not well understood. That gap is what this project aims to address.

Hypothesis

I hypothesize that ivermectin will inhibit pro-migratory pathways in A549 lung adenocarcinoma cells, specifically through modulation of the TGF-β1 / α-smooth muscle actin signaling pathway, ultimately reducing motility. The primary marker I’ll be examining is α-SMA, which is tied to cell movement and cytoskeletal remodeling.

Methods Overview

Due to delays in obtaining materials, this project was not fully completed during the semester, but the proposed methodology is as follows:

Toxicity Testing
A549 cells will be treated with increasing concentrations of ivermectin to determine a non-lethal dose, one that affects motility without compromising viability. This ensures observed effects reflect pathway regulation rather than cell death.

Scratch Assay
A wound will be introduced into a confluent monolayer of cells, followed by ivermectin treatment. I will measure rate of gap closure to assess whether cell migration is slowed.

qPCR Analysis
Gene expression of α-SMA and other motility-associated markers will be quantified. Reduced expression would suggest suppression of cytoskeletal pathways.

Western Blot
Protein abundance will be assessed to determine whether transcriptional changes translate to functional protein-level alterations.

Data Analysis
Imaging and quantification will be performed using ImageJ, followed by Tukey’s post-hoc statistical testing to determine significance.

Significance and Future Directions

A549 cells represent an aggressive cancer subtype that remains difficult to treat.
If ivermectin reduces their migration, it may offer a promising low-cost avenue to limit metastasis which is one of the leading causes of mortality in lung cancer.

Once I complete the experiment, I plan to:

explore additional pathway targets,
investigate time dependent responses, and
extend findings into in vivo models.

This work contributes to growing interest in drug repurposing, which offers inexpensive and accessible strategies to improve cancer treatment.

Acknowledgments

I’d like to thank the OSCAR Office at George Mason University for funding this research and Dr. Geraldine Grant and everyone in the Grant Lab for their support and guidance.

Thank you.

Cells, Individuals, and Community College of Humanities and Social Science

Fragmented Selves: Exploring the Socio-Psychological and Physical Effects of the Transition Period on International Students at George Mason University

Author(s): Ramya Karthik

Mentor(s): Al Fuertes, School Of Integrative Studies

Abstract

International students often navigate complex emotional, cultural, and physical challenges as they transition into new academic environments. This project explores how international students from collectivist cultures at George Mason University make sense of their socio-psychological and physical adjustment experiences. Using a two-round qualitative workshop model, the study creates space for participants to reflect on identity, belonging, and the pressures of adapting to a new environment while away from established support systems. The workshops include guided prompts, group reflection, and meaning-making exercises, allowing students to articulate their lived experiences in their own words. Although data collection is ongoing, the study aims to identify common themes related to identity negotiation, community support, and well-being, as well as opportunities for improving culturally responsive support services on campus. The goal of this work is to elevate international student voices and contribute to a more empathetic, inclusive institutional understanding of the transition process.

Audio Transcript

Slide 1 — Introduction
Hi everyone, my name is Ramya Karthik, and I’m an undergraduate researcher at George Mason University. My URSP project is titled Fragmented Selves: Exploring the Socio-Psychological and Physical Effects of the Transition Period on International Students at Mason. My mentor for this project is Dr. Al Fuertes.

Slide 2 — Background & Why This Study Matters
This project is incredibly personal to me. As an international student, I’ve experienced the emotional weight of adjusting to an entirely new environment, the uncertainty, the cultural shifts, the feeling of being caught between two worlds.
A lot of research focuses on the academic transition, but the emotional side, the sense of identity, belonging, and well-being, is often overlooked. I wanted to create space for these stories, especially for students from collectivist countries who navigate transition in unique and deeply relational ways.

Slide 3 — Research Purpose & Central Question
The purpose of my study is to understand how international students make sense of their transition into life at Mason.
My central research question asks: How do international students from collectivist backgrounds experience their socio-psychological and physical adjustment, and what supports or strategies help them during this transition?
My hope is that by listening to students’ stories, we can better understand what truly supports their well-being.

Slide 4 — Methodology
To explore this question, I am conducting two small-group reflective workshops, each lasting about 60 to 90 minutes and spaced 2–3 weeks apart.
Each workshop includes guided reflection prompts, open discussions about adjustment, identity, and belonging, and opportunities for students to share experiences in a supportive environment.
Workshops are intentionally small, about 6 to 8 participants, to create a sense of comfort and community.

Slide 5 — Ethical Considerations
Because these conversations can touch on sensitive emotions, ethical care is central to my project.
Participants are reminded that they can skip any question or leave the session at any time. Instead of a formal consent form, I use a Focus Group Information Sheet to ensure transparency about the purpose of the study, how data will be handled, and what participation involves.
If a student feels overwhelmed or needs support, I refer them to Counseling and Psychological Services (CAPS) or other appropriate resources. My goal is to create a space of safety, not pressure.

Slide 6 — Data Collection & Analysis
Workshops are audio recorded for transcription only, and the recordings are deleted once transcripts are finalized. All transcripts are de-identified, and coded pseudonyms are used.
For analysis, I am using thematic coding to identify patterns in how students describe identity, coping, belonging, and adjustment. This method allows me to listen deeply and understand meaning across their experiences.

Slide 7 — What I Hope to Learn
Since my research is still in progress, I do not have findings yet. However, I hope to learn how international students emotionally navigate their transition, how they negotiate identity in a new environment, what support systems make them feel grounded, and how belonging is built or disrupted during this process.
This study is ultimately about understanding what helps students feel seen, supported, and connected.

Slide 8 — Implications for Mason
While results are forthcoming, the potential implications are meaningful. I hope this research informs more culturally responsive support programs, stronger international student resources, improved communication about mental health services, and practices that center empathy and student voice.
The goal is not just to document experiences, but to help strengthen the systems that support students on campus.

Slide 9 — Conclusion
In closing, Fragmented Selves is about more than transition, it’s about honoring the emotional lives of international students. My hope is that this work creates visibility for experiences that often stay hidden and encourages Mason to continue building a community where all students can feel a true sense of belonging.
Thank you so much for listening, and thank you to OSCAR, URSP, and Dr. Al Fuertes for supporting this project.

Cells, Individuals, and Community OSCAR

Cholinergic tone and microglial dynamics in aging

Author(s): Sajud Aladhab Aladhab

Mentor(s): Nadine Kabbani, Interdisciplinary Program in Neuroscience (IPN)

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Abstract

Microglia are the resident immune cells of the CNS involved in the regulation of synaptic development and function through neuroimmune signaling. Microglia express receptors for the neurotransmitter acetylcholine (ACh), which is known to directly impact their inflammatory activity. Changes in ACh levels occurring during aging may contribute to neurodegenerative disease. We hypothesize age-related changes in ACh transmission and microglia number in the primate brain. Specifically, we predict interaction between ACh and microglia within the dentate gyrus (DG), a region critical for learning and neurogenesis. Using high-resolution images of brain sections of the DG from Macaca mulatta (Macaques), we quantified changes in ACh and microglia expression based on acetylcholinesterase (AChE) and ionized-calcium binding adaptor molecule 1 (IBA1) immunolabeling, respectively. We conducted analysis across DG subregions: granule cell layer, GCL; Hilus, Hil; inner molecular layer, IML; outer molecular layer, OML. Our results indicate an effect of age on AChE and microglial marker expression suggesting a role for cholinergic neuroimmune modulation in memory decline.

Audio Transcript

Hi, my name is Sajud Aladhab and I’m a senior at George Mason University majoring in neuroscience and my projects on cholinergic tone and microglia dynamics in aging. So some background about my project. My project focuses primarily on the hippocampus which is a region in the brain located in this area and the hippocampus is essential for learning and memory and is one of the first regions affected by aging and neurodegenerative diseases such as Alzheimer’s. As humans age, acetylcholine signaling declines which causes a weakening of synaptic plasticity as well as connection between neurons. As this occurs, it has been seen that microglia the brain immune cells become more active which causes an increase in neuroinflammation. This may be due to microglia containing acetylcholine receptors such as alpha 7 which allow acetylcholine to directly influence their activation and inflammatory state. So some context about my project. So my project uses two key markers in the hippocampus. The first being IBA1 which is this lighter stain here and that labels microglia, the brain immune cells and acetylcholinesterase which is cholinergic marker which is this dark stain here and it determines where acetylcholinesterase which is an enzyme breaks down acetylcholine. The region that I chose to parcellate and quantify in the hippocampus was the dentate gyrus. The reason as to why I chose this region in particular is because it’s crucial for memory encoding as well as being extremely sensitive to neurodegenerative diseases such as Alzheimer’s. So my hypothesis and goals. So my goals are to compare the dentate gyrus across infancy, adulthood, and aging to see how cholinergic and microglia signalings change over the lifespan and to track cholinergic changes across the macaque ages and to determine whether or not there’s a correlation with microgilla density. And my hypothesis is as aging occurs, it should produce a significant change in acetylcholinesterase and microgilla density and the patterns should suggest an interaction between cholinergic tone and microglia activity in the dentate gyrus.

So methods and how my project was done. So my project included the use of macaque hippocampal sections which were stained for AChE and IBA1. The dentate gyrus was then parcellated into its sub regions which included the granule cellular layer, the hilus, the inner molecular layer and the outer molecular layer. ImageJ and QuPath paths were then used for thresholding, normalization and quantification of the marker intensities for AChE and IBA1 across their ages respectively.

So my results so in the IBA1 stain across ages there seemed to be fluctuations which suggested microglia remodeling in early development and then a drop in density in aging in the aged groups. In the hilus there seemed to be variable microglial levels throughout the whole lifespan which reflected how dynamic this region was and in the molecular layer it seemed to be stable throughout which suggested that microgilla had low structural or immunity demands here. In AChE across aging the granule cellular layer, the hilus and the outer molecular layer had similar results where cholinergic tone slowly rose during development and peaked in adulthood and then dropped to lower levels in the aged groups. In the inner molecular layer it was a bit different where there wasn’t any early developmental significance but it did peak in adulthood like right here and once again it dropped in cholinergic tone when it when it reached the aged groups. So implications and what this means so in development AChE increased across the entire dentate gyrus while microglia changes were subregional specific like in the granule cellular layer and in the hilus. In aging AChE declines were in aged groups and correlated to microgilla declines mainly in the granule cellular layer. Overall, these different aging patterns suggested interacting changes that may contribute to dentate gyrus vulnerability and memory decline. And I would like to acknowledge the OSCAR undergraduate research program at George Mason University for funding this project.

Cells, Individuals, and Community College of Humanities and Social Science College of Science Honors College OSCAR Winners

Women’s Perception of Safety as Demonstrated in Tiktok Trend Man Vs Bear

Author(s): Devyn Wilson

Mentor(s): Collin Hawley, Honors College

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Abstract

Stemming from the 2024 TikTok trend asking women if they would rather be stuck in a forest with a man or bear, this study seeks to answer what the internal discourse of women is when choosing a man over a bear, in order to assess their values and perceptions of safety. Early research on this subject focused on crime statistics and victimization rates. As feminist theory developed, researchers began to explore broader contexts, including public spaces, urban design, and societal norms that influence women’s feelings of safety. This transition showcased that women’s safety perceptions are often shaped by societal norms, cultural narratives, and lived experiences. However, this proposed research question explores how women assess and investigate the intersection of physical, emotional, and social aspects of safety. To explore the decision-making process of women, mixed methods including, Critical Technocultural Discourse analysis of social media posts (Brock, 2016), bear attack statistics, crime analysis, and survey analysis of women in the DMV area will be used. Critical Technocultural discourse analysis used to analyze social media discourse to find what women are saying regarding their perceived safety in either scenario, a man or a bear appearing. Bear attack analysis and crime analysis can compare the relative risk of damage if a bear or man appears. Surveys of women in the DMV area allow for a conversational component in which women will be able to express safety in their setting. The findings contribute to broader conversations around safety, risk assessment, trust, and gender in contemporary society.

Audio Transcript

Imagine walking on a trail much like this one. While walking you hear leaves rustling, would you whether the rustling be due to a man or a bear. This question was presented to TikTok users in 2024. What was supposed to be a quick, simple, easy-to-flow trend turned into discussions about women’s safety and how they perceived the world around them. It has been a little over a year since this question first appeared, allowing many people to answer it. But what does this question demonstrate about women’s perceptions of safety? What does this question demonstrate about the perceptions of safety of women. What kind of improvement and conclusions can we draw from this trend to make women feel safer. Furthermore, the project wanted to explore the intersections of social media and outlook on safety.

Academic conversations have yet to cover these discussions. Early research on women’s perception of safety focused on crime statistics and victimization rights. As feminist theory developed, researchers began to explore broader contexts, including public spaces, urban design, and societal norms that influence women’s feelings of safety. Furthermore, safety is grouped into other discussions including MeToo, Not all men, LGBTQ+, and family disputes, among others. While these papers provide context to safety, they fail to capture the true fears and realities of women, in their everyday life. The shift from victimization rates to broader contexts marked the understanding that women’s safety perceptions are shaped by societal norms, cultural narratives, and lived experiences. Despite this shift, academic papers have yet to capture the nuanced discourse of women in everyday life. This disconnect raises important questions about whose experiences are prioritized in academic discourse — and why moments like the “man or bear” debate remain outside scholarly engagement. This project seeks to highlight the internal dialogue of women set upon by this trend Man Vs Bear, exploring how women assess and investigate the intersection of physical, emotional, and social aspects of safety.

This semester primarily focused on IRB approval and gathering survey responses.

Before examining the responses, it’s important to note the inclusion criteria. Respondents had to be women or nonbinary, between 18 and 25 years old, and currently attending a university or college in the DMV area. A total of 70 participants met this criteria.

When asked whether they would rather be in a forest with a man or a bear, responses were as shown in the graph:

Most participants felt confident in their choice. Those who were uncertain said they wanted more context—such as the type of bear, the exact setting, or the man’s behavior—because these factors would meaningfully shape their decision.

Since the purpose of the study was to understand why participants made this choice, the explanations are central to the findings. Common themes included:

Fear of men: This appeared on both sides. Many respondents felt they could more easily predict a bear’s behavior compared to a man’s intentions. Participants mentioned strategies for avoiding bear attacks or managing the situation, while expressing concern about men having hidden motives or personal gains. Several respondents noted that some potential outcomes with men—such as assault, or not being believed afterward—felt “worse than death.”

Some pointed out that they see men every day and have survived those encounters, implying that men may not be as dangerous as perceived. Others emphasized that bear attacks are statistically less common than violent crimes committed by men.

Later questions provided broader context for these choices: 93% of respondents felt that women are conditioned to be more alert or afraid in public spaces than men. No one said “no.” 80% reported they have pretended to talk on the phone, changed direction, or taken defensive actions when encountering an unknown man in a quiet area. These behaviors highlight the role of social conditioning and hypervigilance in shaping perceived safety.

Across responses, control emerged as a major influence. Participants expressed more fear of threats whose motives could be hidden—such as a man who appears helpful but becomes dangerous.

Many respondents also said they would trust their instincts over statistics, suggesting that cultural narratives and personal experience strongly shape safety judgments. For some, choosing the bear aligns with worst-case-scenario thinking, especially for those who stated that certain outcomes with men would be worse than death.

Respondents tended to classify their fear of bears as primarily rational—based on a known, identifiable physical threat.

Fear of men, however, was described as both rational and emotional, rooted not only in real statistics but also in lived experience, cultural conditioning, and emotional memory.

indicating that fear is shaped by:

lived experience,

repeated warnings,

cultural narratives, and

observed stories of harm.

The data shows that young women and nonbinary students interpret safety through a blend of emotion, lived experience, social conditioning, and perceived controllability. The surprising preference for being with a bear over a man is not about the bear itself—it is a reflection of deep concerns about male unpredictability, cultural warnings, and threats to autonomy.

The bear becomes a stand-in for a danger they feel they can understand, while men represent dangers they feel they cannot read or control.

Looking into the coming months, Critical Technocultural Discourse analysis, bear attack statistics, and crime analysis will be put into conversation with the survey results. Together, they will uncover more about perceptions of safety and where gaps can be filled through societal shifts. Ultimately, my work contributes to a broader conversation: how gender, safety, and culture shape the way we move through the world.
The “man or bear” question may sound simple — even silly — but it reminds us that women’s fears are not irrational. They are reflections of real, lived experiences in a world that too often asks them to be cautious — even in the forest.

Cells, Individuals, and Community College of Science

Ivermectin as a potential therapeutic for Interstitial Pulmonary Fibrosis

Author(s): Diya Chordia

Mentor(s): Geraldine Grant, Biology

Abstract

Interstitial pulmonary fibrosis (IPF) is a progressive and fatal lung disease characterized by fibroblast activation, myofibroblast differentiation, and excessive extracellular matrix deposition. The TGF-β1/SMAD3 pathway is a central driver of this process, yet current antifibrotic therapies only slow disease progression and remain costly. Recent studies suggest that ivermectin, a widely available antiparasitic drug, may inhibit SMAD3 phosphorylation in non-pulmonary fibroblasts, raising the question of whether it could attenuate fibrotic signaling in lung fibroblasts. This study investigates whether ivermectin suppresses fibroblast activation in IPF by reducing α-SMA expression, inhibiting SMAD3 phosphorylation, and limiting fibroblast migration. Human lung fibroblasts will be treated with increasing concentrations of ivermectin (0.1–3.0 µM) for 48 hours in the presence of TGF-β1. α-SMA gene expression will be quantified by RT-qPCR, and α-SMA, SMAD3, and pSMAD3 protein levels will be examined by Western blot. Functional effects will be assessed using a scratch wound-healing assay performed in 6-well plates, and actin organization will be visualized with phalloidin staining. Data will be quantified using ImageJ and analyzed with one-way ANOVA. We expect ivermectin to decrease α-SMA expression, reduce SMAD3 phosphorylation, and slow fibroblast migration in a dose-dependent manner. These findings would support the potential repurposing of ivermectin as a low-cost antifibrotic therapy and provide new insight into modulation of the TGF-β1/SMAD3 pathway in pulmonary fibrosis.

Audio Transcript

1
00:00:08.360 –> 00:00:32.910
Diya Chordia: Hello, everyone, and thank you for taking the time to come visit my poster. My project focuses on exploring the potential antifibrotic effects of ivermectin and antiparasitic in interstitial pulmonary fibrosis, or IPF. IPF is a progressive and ultimately fatal lung disease characterized by fibroblast activation and

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00:00:32.910 –> 00:00:36.299
Diya Chordia: Excessive extracellular matrix deposition.

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00:00:37.020 –> 00:00:52.000
Diya Chordia: Although current medications can slow the disease, they cannot reverse fibrosis, and lung transplantation remains the only definitive treatment. Because of this, there is a real need for new, accessible therapeutic options.

4
00:00:52.000 –> 00:01:16.800
Diya Chordia: A key driver of fibrosis in IPF is the TGF-beta and SMART3 signaling pathway. When activated, this pathway increases the expression of markers such as alpha smooth muscle actin, and promotes structural and functional changes that make fibroblasts more contractile and migratory.

5
00:01:17.910 –> 00:01:31.869
Diya Chordia: Recent work, including a 2021 paper by Zia et al, suggests that ivermectin can reduce SMART3, activation and decrease

6
00:01:31.980 –> 00:01:47.010
Diya Chordia: alpha-sma expression in fibroblasts from other tissues. However, its effects on lung fibrosis have not yet been studied. This gap in literature motivated this central research question of my project.

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00:01:47.060 –> 00:01:53.750
Diya Chordia: Our hypothesis is that ivermectin will attenuate fibroblast activation in IPF,

8
00:01:53.750 –> 00:02:09.350
Diya Chordia: by suppressing the SMART3 signaling pathway. Specifically, we predict that ivermectin will decrease alpha-smar expression, reduce SMAR3 phosphorylation or activation, and limit fibroblast migration.

9
00:02:11.840 –> 00:02:29.490
Diya Chordia: To test our hypothesis, human lung fibroblasts will be treated with increasing concentrations of ivermectin, from 0.1 to 3 micromolar for 48 hours in the presence of, FPS,

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00:02:29.530 –> 00:02:48.139
Diya Chordia: to induce activation. Following treatment, SMAR… the alpha-sma gene expression will be measured using RT-QPCR with RNA isolated using the Quergen RNA-Z kit for reliable, high-purity extraction.

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00:02:48.180 –> 00:03:06.720
Diya Chordia: Protein expression will be assessed by a Western blot, probing specifically for Alpha SMAR, total SMART3, and phosphorylated SMART3, which is just activated SMART3, using high-specificity antibodies.

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00:03:07.660 –> 00:03:20.219
Diya Chordia: To evaluate functional changes, a scratch wound healing assay will be performed in 6 well plates to determine the effect of ivermectin on fibroblast migration.

13
00:03:20.630 –> 00:03:29.809
Diya Chordia: Falden staining will be used to visualize alternatives in actin organization and stress fiber formation.

14
00:03:30.130 –> 00:03:34.659
Diya Chordia: All image-based analysis will be quantified using image J.

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00:03:34.940 –> 00:03:45.750
Diya Chordia: And data will be statistically evaluated using one-way ANOVA with a significant threshold of, P is less than 0.05.

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00:03:47.670 –> 00:03:55.880
Diya Chordia: Although the full results are still being generated, the expected outcomes are that ivermectin will reduce alpha-smar levels.

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00:03:55.880 –> 00:04:14.110
Diya Chordia: suppress SMAR3-phosphorylation and slow fibroblast migration in a dose-dependent manner. If these predictions hold true, it would indicate that ivermectin can directly interrupt prohibprotic signal signaling and fibroblast activation.

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00:04:15.190 –> 00:04:20.690
Diya Chordia: The broader significance of this work relies in its potential impact on global health.

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00:04:21.120 –> 00:04:43.030
Diya Chordia: IPF affects patients worldwide, but access to current drugs is limited by high cost. Because of this, ivermectin is inexpensive, well-studied, and already widely distributed, and identifying antifibrotic activity could make treatment more accessible, especially in low- and middle-income settings.

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00:04:44.070 –> 00:04:56.380
Diya Chordia: This study also contributes new insights into how the SMART3 signaling can be modulated in pulmonary fibrosis, providing a foundation for future therapeutic development.

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00:04:56.630 –> 00:04:58.630
Diya Chordia: Thank you for listening!

Cells, Individuals, and Community College of Engineering and Computing OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR

Pain, Medication Use and Biomarker Associations in Individuals with Polycystic Ovary Syndrome (PCOS) : Insights from the All of Us Research Program

Author(s): Jannatul Nayeem

Mentor(s): Jenny Phan, CASSBI

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Abstract

Background:
Polycystic Ovary Syndrome (PCOS) is a complex endocrine disorder often accompanied by chronic pain, yet the biological and social determinants of this pain remain underexplored. Understanding how stress-related biomarkers and healthcare access interact in shaping pain experiences may reveal mechanisms underlying health disparities in PCOS populations.

Objective:
This study examined associations between inflammatory and neuroendocrine biomarkers (C-reactive protein (CRP), cortisol, and body mass index (BMI)) and pain burden among individuals with PCOS, while exploring the moderating role of healthcare access and insurance coverage.

Methods:
Using data from the All of Us Research Program, 2,160 adults with PCOS (identified by ICD-9/10 codes) were analyzed. Pain burden was measured through pain-related diagnoses and pain medication dosage. Biomarker distributions were winsorized, log-transformed, and analyzed via multivariate regression models adjusting for age, race, socioeconomic status, and healthcare variables.

Results:
Pain burden alone was not significantly associated with higher CRP, cortisol, or BMI levels. However, healthcare access moderated these relationships: participants with greater barriers to care exhibited elevated inflammation and BMI with increasing pain, whereas those with adequate access showed flatter or reduced biomarker trends.

Conclusions:
Findings suggest that chronic pain and stress responses in PCOS may be shaped more by social and contextual factors than biological burden alone. Enhancing healthcare accessibility and equity could mitigate stress-related physiological outcomes and improve pain management for individuals with PCOS.

Audio Transcript

0:01 Hello, my name is Jannatul Nayeem. I am a student researcher with the B&LAB, um, at George Mason. I’m working directly with, um, Dr.
0:13 Jenny, um, in her our static load study. Which is the body’s biological stress response, and how it relates to menstrual disorders and chronic pain.
0:23 Um, from that study, I wanted to dive deeper into PCOS, and look at pain medication use and biomarker. Or associations and individuals with that disorder.
0:36 Umm, for methodology, I started off by using, umm, the all of us data set, uhh, database. Umm, it has a ton of data on- individuals, uhh, with all sorts of diseases and, umm, information from their doctor visits, umm, patient records, and also, umm, some survey questions that, the program itself asks
1:06 those participants, umm, and so through that, through that database, I was able to find what 2160 individuals with PCOS, and dive deeper into, uhh, their- biomarkers, uh, specifically for this, I’m using, umm, 3 biomarkers as predictors for inflammation and stress.
1:30 I’m using BMI, C-reactive protein, and cortisol. And then, umm, for- for their outcome variable, I use pain diagnosis along with their medication usage, umm, for medication usage, umm, I accounted for, umm, how many medications they’re taking.
1:52 And, and also what the dosage was for that medication, umm, and then some co-variates, such moderators that, sorry, some co-variates that I used was age, race, uhh, and SES index, and then for moderators, umm, I looked at healthcare access, uh, specifically insurance insurance status and access to care
2:19 . there. And so, I’m going to zoom into the results that I had, umm, hopefully in the video it resumes in two.
2:33 umm, but for my results, I found that, umm, pain alone didn’t start- we predict inflammation or stress, but limited access to care did.
2:45 Individuals with more barriers, such as lack of insurance, showed higher inflammation and BMI with pain, suggesting that health equity plays a critical role in PCOS pain.
2:56 Um, while my insurance data was limited, uh, because, uh, that not many people answered those questions, um, there’s still show some support that the idea- that stress biology and pain in PCOS are influenced by social environment and not just physiology.
3:22 Um, right now, I am continuing this study, um, to- or they’re deep in my understanding and advocate for equitable pain care in PCOS populations.
3:36 Umm, and so one thing I want to focus on more is, uh, imp- moving, um, how we, uh, state these questions, because I do feel like how the, uh, question is stated about access to care and insurance status is pretty sensitive.
3:58 So how can we go about it to, change the way, um, someone feels about answering those type of questions. Um, and so yeah, that was my study.
4:09 Thank you for listening.

Cells, Individuals, and Community College of Public Health Honors College OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR

Rest and Results: The Relationship Between Sleep, Stress, and Grade Point Average (GPA) in Undergraduates

Author(s): Michael Kaleem

Mentor(s): Ali Weinstein, College of Public Health

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Abstract

Michael Kaleem
URSP Abstract

Title
Rest and Results: The Relationship Between Sleep, Stress, and Grade Point Average (GPA) in Undergraduates

Authors: MK and AW

Background
Sleep plays an important role in college students’ cognitive functioning and overall academic success, making it a crucial area of study. However, the specific relationship between parameters of sleep and academic performance has not been well studied. In addition, college students have also reported increasing levels of stress over the past few years, and stress can affect both sleep and academic success. Therefore, the current investigation examined the associations between duration of sleep, sleep quality, and stress with academic success.

Methods
Data were collected by surveys completed by undergraduate students at a large, public university. Sleep duration and sleep quality were assessed by the Pittsburgh Sleep Quality Index (PSQI), and stress was measured with the Perceived Stress Scale. Academic success was operationalized as a self-reported GPA. Pearson correlations determined association between the variables of interest with p<0.05 set as the level of statistical significance. Results
There were 196 undergraduate students that participated (70.1% female, 36% white/non-Hispanic, 27.6% Asian/Pacific Islander, age: 18.1±0.5). Both sleep duration and sleep quality were statistically significantly related to GPA (r=0.17, p=0.02, r=-0.13; p=0.001, respectively). Therefore, as the number of hours of sleep increased and as sleep quality increased (lower number on PSQI is indicative of better sleep), GPA increased. Elevated stress levels were related to both sleep duration (r=-0.14; p=0.01) and sleep quality (r=0.40; p<0.001) but not significantly correlated to GPA (r=-0.01; p=0.92). Conclusion
This study found that sleep duration and sleep quality were positively associated with academic success. Although stress was not directly related to academic success, it was associated with both sleep duration and quality, suggesting that stress may influence academic success indirectly through its effects on sleep. Future research should explore how demographic, socioeconomic, and environmental factors influence sleep patterns and academic success to better inform strategies that support student success.

Audio Transcript

How many hours of sleep did you get last night? And do you think it affects your GPA? Sleep is something most college students sacrifice, yet it’s essential for memory, learning, and mental functioning. My name is Michael Kaleem, and our research explored the relationship between sleep, stress, and academic performance in undergraduates. We wanted to know: Could better sleep actually lead to better grades—and how does stress fit into the picture?

Sleep is more than just rest. During sleep, the brain strengthens memories, organizes information, and supports attention and problem-solving. So, in theory, students who sleep longer and sleep better should perform better academically. But college life is complex—so real data is needed to understand what’s actually happening.

Stress is one of the biggest disruptors of sleep. High stress can shorten sleep duration, worsen sleep quality, and impact mood and focus. Because stress influences both sleep and academic functioning, we wanted to understand whether stress plays a direct role in GPA—or whether its effects occur indirectly through sleep.
We surveyed 196 undergraduate students at a large public university. Sleep duration and sleep quality were measured using the Pittsburgh Sleep Quality Index, stress was assessed using the Perceived Stress Scale, and students self-reported their GPA. We used Pearson correlations to examine how these variables were related, with significance set at p < 0.05.
We found that both sleep duration and sleep quality were significantly related to GPA. Students who slept more hours tended to have higher GPAs. And students with better sleep quality—which means fewer sleep problems—also had higher GPAs. So in this sample, sleep really did matter for academic success.
Stress told a different story. Stress levels were not directly related to GPA. However, stress was strongly connected to both sleep duration and sleep quality. Students with higher stress slept fewer hours and had worse sleep quality. This suggests that stress may influence academic performance indirectly—by affecting the amount and quality of sleep students get.
Our findings show that sleep duration and sleep quality are important predictors of academic success. Even though stress didn’t directly affect GPA, it played a major role in disrupting sleep. This highlights a powerful message: helping students improve sleep habits and manage stress can support academic performance, cognitive functioning, and overall well-being.
Future research should explore how demographic, socioeconomic, and environmental factors influence sleep and academic outcomes. Understanding these differences can help universities design more effective programs to support healthier sleep, reduce stress, and improve student success across diverse populations.

Cells, Individuals, and Community College of Humanities and Social Science

Understanding Mental Health Help-Seeking: A Discrete Choice Experiment

Author(s): Griffin Perry

Mentor(s): Natasha Tonge, Department of Psychology

Abstract

Mental health help-seeking is shaped by various factors that determine whether individuals ultimately decide to pursue treatment. The present study aims to examine preferences in mental health service selection by identifying which attributes most strongly influence decision-making. Using a discrete choice experiment (DCE), we will experimentally manipulate key attributes of mental health services, including treatment type, appointment frequency, wait time, treatment effectiveness, and the ability to evaluate therapeutic alliance. DCE will allow us to understand how individuals make trade-offs when help-seeking. A community sample will be recruited through Prolific and will complete a series of choice tasks comparing pairs of hypothetical service options that vary across these attributes. Results will determine the relative importance of each attribute and the features that are important when people are seeking services. Understanding which aspects of mental health services are most valued, and how individuals prioritize these factors, will contribute to improving service design and informing interventions that better align with people’s needs and preferences.

Audio Transcript

Hello, my name is Griffin Perry, and I am a current Junior at George Mason University, double-majoring in psychology and community health. For my Fall 2025 URSP project, I sought to examine individuals’ preferences when mental health help-seeking by developing a discrete choice experiment.

Mental health help-seeking refers to the process of an individual recognizing that they are facing psychological distress, deciding that they need help for this problem, and then taking action to get mental health support from resources available.

However, seeking services is highly complex, with multiple factors influencing whether someone chooses to seek services. To better understand these decisions, we decided to develop a discrete choice experiment, or DCE for short.

DCEs are a quantitative research method used to examine how people make decisions by presenting them with experimentally manipulated hypothetical scenarios. These scenarios contain different combinations of attributes and ask participants to choose which option they prefer.

Attributes are the specific features or characteristics of a service or option that may influence an individual’s decision-making. In a DCE, each attribute is assigned a set of levels, aka variations that reflect realistic possibilities a person might encounter.

For example, in the context of mental health services, attributes might include wait time. Then this attribute would be broken down into different attribute levels. So, for this example, the possible levels for wait time could be two weeks, a month, or three months.

This approach captures the complexity of help-seeking more accurately than traditional surveys, offering more profound insight into the barriers and facilitators that shape whether someone ultimately decides to access mental health care.

For the duration of this URSP, we developed attributes, their levels, and wrote the IRB to collect data. We created attributes based on past literature. For our project, we will use the following attributes:

Treatment type which refers to the specific form of mental health care being offered, such as individual therapy or group therapy.

The frequency of appointment, which is just how often a client meets with a mental health provider

The wait time which refers to the length of time a person must wait before beginning treatment.

The effectiveness of treatment, which refers to the expected likelihood that the treatment will lead to meaningful improvement

And finally, the ability to evaluate therapeutic alliance, which is the extent to which an individual can assess the quality of their relationship with a provider before committing to ongoing care.

Here is an example to help conceptualize what our study would look like for our participants. As stated previously, participants will choose their preferred option of the two.

We intend to use Prolific over winter break to collect a community sample. Prolific is an online research platform that connects researchers with participants all over the nation. Through Prolific, we can recruit a diverse group of participants in the community.

Once we have collected our sample, we will be able to determine which attributes are most important, how individuals trade off between different aspects of a service, and what factors most strongly influence their decisions.

Results will allow us to use a novel method to better understand the specific factors that shape individuals’ preferences when seeking mental health care by identifying which attributes carry the most weight in decision-making.

A big thanks to Dr. Natasha Tonge, Gracie Kelly, and Dr. Karen Lee for supporting me through this project.

Cells, Individuals, and Community College of Humanities and Social Science OSCAR

Does Immigrant Advantage for Academic Outcomes Persist in High School Similarly for Black and Hispanic Students?

Author(s): Vlera Baftija

Mentor(s): Adam Winsler, Applied Developmental Psychology

Abstract

One out of four students in U.S. schools comes from an immigrant-lead household, with 17.6 million children under 18 living with at least one immigrant parent. The ‘immigrant advantage’ posits that first-generation immigrant students often exhibit better academic outcomes than second-generation immigrant students, who exhibits better academic outcomes than non-immigrant students, despite first- and second- generation students facing socioeconomic and linguistic challenges. Prior research has documented this advantage in early education but less is clear about its persistence into high school, as results seem to vary. The current study examines immigrant advantage in grades 9 through 12 by using pre-existing data from Miami School Readiness Project, a large-scale, 18-year longitudinal study of students attending Miami Dade County Public Schools. Research questions include (1) To what extent does the immigrant advantage appear in high school academic outcomes? and (2) Are patterns of the immigrant advantage similar for Black and Hispanic immigrant students? The sample (n=4,341) includes 2,704 first-generation immigrants, 777 second-generation immigrants, and 860 non-immigrants. Outcome variables include end of year GPA in 9th and 12th grade, cumulative high school GPA, standardized math and reading test scores in 10th grade, end-of-course exam grades for Algebra 1, attendance in 9th and 12th grade, suspension, retention, and graduation. Multiple regression analyses will be run controlling for student race, poverty, ELL status, disability, and gender, with immigrant status as the primary independent variable, and then race-by-immigrant status interactions will be run to test question 2.

Audio Transcript

Hello, my name is Vlera Baftija and for my research project I am examining the immigrant advantage for academic outcomes and whether it persists in high school similarly for black and Hispanic students.

The US is known to be a melting pot, rich with diversity from cultures all over the world. There is a huge immigrant population in the states with one out of four students in public schools coming from an immigrant household. Given the significant presence of immigrant families in the US, it is important to examine the educational trajectories and experience of children of immigrants to help ensure their success and maximize their opportunity to thrive.

A first generation immigrant is when both the parent and the child are foreign born. A second generation immigrant is when the parent is foreign born, but the child is US born and a third plus generation or a non-immigrant is when the parent and child are US born.

The immigrant paradox or the immigrant advantage is the idea that first generation immigrants display better academic outcomes than second generation immigrants who display better academic outcomes than the third plus generation immigrants. This idea comes from the result of parents’ optimism and aspirations for their child success and influencing the child to exhibit academic resilience, despite socioeconomic disadvantages.

There are a few protective factors for this, which include familial values towards education, support from family and or ethnic ties, biculturalism, and bilingualism.

The literature has shown an immigrant advantage in elementary school in which first generation and second generation students generally perform as well or even better than the third plus generation students in academic measures such as standardized tests, grades, attendance, retention, and behavioral and soc emotional development.

However, when we get into the secondary level, the art makes results with some studies finding a first generation immigrant advantage. Other studies finding a second generation immigrant advantage, and some studies finding no advantage at all.

Reasons for this include aculturation tasks, adultification, parentification, helping out financially and documentation status.

Some studies have also looked at the moderation by race and the overall findings have been that the advantage is bigger for black immigrants when compared to their third plus counterparts and smaller for Hispanic immigrants when compared to the Hispanics third plus counterparts.

The current study will be examining the immigrant advantage in the Miami School Readiness Project, a large scale five cohort, 18 year log to project, consisting over 58,000 students. The gap in the literature is that there are very limited studies examining the immigrant academic outcomes past 10th grade, and excluding stuff like cumulative GPA and graduation.

My first research question is asking to what extent does the immigrant advantage appear in academic outcomes in grades 9 through 12 My academic outcomes is as follows, and I hypothesize that the immigrant advantage will be present at the start of high school, but will be smaller by 12th grade.

My second research question is asking if the patterns of the immigrant advantage in high school are similar for black and Hispanic immigrant students. I hypothesize that the immigrant advantage will be bigger for black immigrants and smaller for Hispanic immigrants when compared to their third plus counterparts.

For my participants, I will have roughly 4,341 students. I will have 2704 first generation immigrants, 777, second generation immigrants, and 863 plus generation immigrants. From the overall sample of the 58,000 students, about 80% of Hispanic, and about 20% are black.

For my independent variables, my primary independent variable will be the generation status and I will be controlling for things such as student race, poverty status, English language learner status, disability status, and gender.

My dependent variables will include end of year GPA in grades 9 and 12, cumulative end of high school GPA, standardized math and reading test scores in ninth and tenth grade, attendance in ninth and 12th, school suspension, retention, and graduation.

For my proposed data analysis plan for my first research question a multiple regression analysis will be used with the primary independent variable being the immigrant status while controlling for student race. Poverty status, ELL status, disability status, and gender. Dependent variables will be the academic outcome measures and each dependent variable will be entered one at a time in separate models.

For my second research question, I will be using a similar multiple regression model that was described for the previous question, but immigrant status will be crossed with race to include interaction terms.

These are my acknowledgments and thank you for watching. and these are the references that were used during the presentation.

Cells, Individuals, and Community College of Humanities and Social Science OSCAR Undergraduate Research Scholars Program (URSP) - OSCAR

Elementary School Gifted Program Identification and Secondary School Academic Outcomes for Black Students

Author(s): Ezra Lynch-Holland

Mentor(s): Adam Winsler, Psychology

Abstract

Gifted children show high potential to achieve but need specialized services to develop their capabilities. Black students specifically have been persistently under-identified as gifted and the efficacy of gifted programs for Black children is unknown. This psychology honors thesis will explore the impact of gifted identification on secondary school outcomes (6th through 12th grade) with data from the Miami School Readiness Project, a longitudinal study of students that attended Miami-Dade County Public Schools. Research questions include (1A) To what extent does being identified as gifted in elementary school contribute to secondary school academic outcomes for Black students?, (1B) Are positive effects mediated by elementary school academic performance?, and (2) Are the observed differences between gifted and not gifted Black students in secondary school the same for students in poverty vs. not in poverty, and for boys vs. girls?
The sample for this study includes Black students that had data for at least one year of high school (n ≈11,198). Of the sample, ~13% were identified as gifted in elementary school. Outcome data include cumulative high school GPA, standardized math and reading test scores in 8th and 10th grade, grade retention, attendance from 9th and 12th grade, school suspension, and on-time graduation. Multiple regression and logistic regression analyses will be done, controlling for initial child cognitive skills and social skills at age 4, gender, English language learner (ELL) status, poverty status, and early school performance. Results are expected to show gifted identification to be correlated with positive secondary school outcomes when compared to non-gifted students. It is expected that gifted education will show stronger positive effects for students in poverty and for boys.

Audio Transcript

Hello, my name is Ezra Lynch-Holland, and my Oscar URSP project is entitled, Elementary School Gifted Program Identification and Secondary School Academic Outcomes for Black Students. This project was done under the mentorship of Dr. Adam Winsler.
Federally, gifted children are those that display high potential for success intellectually, creatively, in a leadership capacity, or in a specific discipline. The federal government also acknowledges they need services not ordinarily provided by the school to develop these capabilities, and requires identification of gifted children. School districts tend to disproportionately over-identify students with higher socioeconomic statuses and under-identify those in poverty. When it comes to race, Black students are persistently under-identified nationally, even when they make up larger parts of the district’s population.
Black students’ education is particularly impacted by their relationships, where positive ones can act as a strong buffer against negative experiences. However, gifted Black students face isolation in gifted spaces from their non-gifted Black… and from their non-gifted Black peers, with T’s and being common in the latter. Microaggressions from both other students and teachers are present in gifted spaces in the form of underestimating their intellectual ability or belittling their interest in Black history and topics.
Black and Hispanic students tend to spend less time in gifted programs, and the improvements giftedness typically has on academic achievement are somewhat diminished in Black comparisons. Even so, it has been shown that the self-esteem of gifted Black students benefits more from gifted programs than their non-Black peers.
This study will derive from the Miami School Readiness Project dataset, or MSRP. It was a cohort sequential longitudinal study where data was collected from 2002 to 2020. Students included in the study are those that received subsidies for community-based childcare or public school pre-K, and then went on to attend Miami-Dade County Public Schools. In the larger study, the total number of students included that have data for at least one year between grades 6 and 11 is 32,885. 82% are on free and reduced lunch, and 52% are male. This study seeks to investigate if being gifted has positive academic impacts through secondary school by controlling for prior achievement and cognitive skills using school… administrative school data.
To be included in the study, a student will have had to be present for at least 8th grade and identify as Black in administrative school data. Bicep sample from the MSRP consists of 11,198 students that identified as Black, including Afro-Latina students. Around 13% of them were identified as gifted according to administrative school data. Outcomes that will be analyzed include cumulative high school GPA, standardized test scores in 8th and 10th grade, and school attendance, as well as grade retention, school suspension, and on-time graduation. Multiple regressions will be used for continuous outcomes and logistic regressions for categorical outcomes.
My research question 1A is to what extent does being gifted identified in elementary school contributes to secondary school academic outcomes and school engagement for Black students. I hypothesize that being identified as gifted in elementary school will be correlated with greater academic achievement and engagement outcomes when compared to non-gifted students.
My 1B question asks if positive effects are mediated by school, elementary school academic performance. My hypothesis is that after considering elementary school performance, being identified as gifted in elementary school will still have a higher correlation with those greater academic achievement and engagement outcomes. These mediators will be matched with their resultant outcomes for the regression models.
The research question 2 asks if the observed differences between gifted and not gifted students in secondary school are the same on the basis of poverty status and gender, as well as English language learner status. I hypothesize that boys, those in poverty, and those that aren’t English language learners will benefit more from gifts programs than their counterparts. And here are my references. Thank you.