Research Initiative for Scientific Enhancement RIT-RISE

The RIT Scientists-in-Training Research Initiative for Scientific Enhancement of Deaf and Hard-of-Hearing Undergraduates (RIT-RISE)
Stylized molecule graphic with BS at bottom and PhD at top
Are you a Deaf or Hard-of-Hearing undergraduate student at RIT?
Do you want to become a PhD scientist?
National Institute of General Medical Sciences NIH RISE 1R25GM122672 “RIT-RISE Scientists-in-Training Program for Deaf and Hard-of-Hearing Undergraduates”

RIT-RISE is an NIH-funded training program for Deaf and Hard-of-Hearing Undergraduate Bachelor’s-level students (RIT-RISE Trainees) who want to go to graduate school to become PhD scientists in biomedical, biobehavioral, or clinical research fields.

RIT-RISE pays qualified RIT undergraduate D/HH students to participate in mentored intensive research experiences and professional activities for two to three years.


Support Services Orientation

We Need More Deaf and Hard-of-Hearing Scientists

There are not enough Deaf and Hard-of-Hearing scientists in biomedical, biobehavioral, and clinical research fields. As a result, the scientific workforce cannot adequately include the ideas and perspectives of deaf and hard-of-hearing people. Diversity accelerates scientific progress and makes science more efficient in serving all populations. Therefore, the National Institutes of Health supports RIT-RISE to increase the number of Deaf and Hard-of-Hearing scientists in the nation's research workforce.

The RIT-RISE program can help you to become a successful scientist!

PhD programs are more likely to accept undergraduate students who participate in intensive undergraduate research experiences. As an RIT-RISE scholar you will participate in intensive research experiences, present your research results at national and local conferences, and prepare to successfully apply to enter a PhD program after you graduate.

RIT-RISE is a research training program for a small number of qualified students (RIT-RISE Scholars) who are enrolled in any of 16 eligible RIT degree programs. RIT-RISE Scholars:

  • Conduct research with an RIT faculty mentor for two or three years.
  • Spend a summer doing research on another campus.
  • Receive student wages during the school year (12-15 hours per week) and two summers (full-time) to do research and to participate in RISE activities until graduation.
  • Travel to two national research conferences – the Annual Biomedical Research Conference for Minority Students (ABRCMS) and a national conference in your discipline.
  • Take courses and workshops to help you grow as a scientist and apply to PhD graduate school.
  • Receive personalized advising to prepare for graduate school.

Image with qualifying information

   

Who Qualifies?
Undergraduate Research: get paid, prepare for PhD Grad school

Join the RIT-RISE Scientists-in-Training Program for Deaf and Hard of Hearing Undergraduates.

Is this you: Deaf or Hard-of-Hearing undergraduate; majoring in an eligible bachelor’s degree program; GPA of 3.0 or better; have three more years left at RIT; and want to become a PhD scientists. Apply to become at RIT-RISE Scholar (www.ntid.rit.edu/rise/application/process). RIT-RISE prepares qualified Deaf and Hard-of-Hearing undergraduates to enter PhD programs in biomedical, biobehavioral, or clinical research fields.

You will: do weekly research with an RIT scientist each semester for pay; do research at RIT or another university full time during summers for pay; attend special presentations and workshops; have personalized academic and professional development advising; travel to national conferences to present posters about your research; and have help applying to grad school for a PhD.

Eligible bachelor’s degree programs: Biochemistry; Bioinformatics and Computational Biology; Biology; Biomedical Engineering; Biomedical Sciences; Biotechnology & Molecular Bioscience; Chemistry; Computing and Information Technologies; Computer Science; Computing Security; Criminal Justice; Game Design & Development; Human-Centered Computing; New Media Interactive Development; Psychology; and Web and Mobile Computing.

To learn more: watch the RIT-RISE video; visit the website; or contact Dr. Paul Craig, RIT-RISE co-director (paul.craig@rit.edu)

Logo in the top right corner reads RIT National Technical Institute for the Deaf Research Initiative for Scientific Enhancement. Image shows a RISE Scholar with cochlear implant observing the contents of a petri dish.

  • Conduct scientific research and pursue new knowledge
  • Increase deaf/hard-of-hearing representation in the academic and research worlds
  • Work in a university as faculty or in industry or the government
  • Earn a good salary with a good quality of life

Program Description

The RIT-RISE Scientists-In-Training Program has two overarching missions:

  • Support Deaf and Hard-of-Hearing RIT-RISE undergraduates who will successfully gain admission to doctoral (Ph.D.) programs
  • Create cultural changes at RIT to make it easier for all interested deaf and hard-of-hearing students to access undergraduate research experiences

Open to RIT/NTID (University-Wide)

  • Professional development workshops and presentations
  • Specialized research and interpreting classes
  • Specialized mentor training for faculty researchers


RIT-RISE Trainees Only

  • Individual Development Plan (IDP) to guide eadh student's research training
  • Personalized academic advising to pursue a research career
  • Intensive Research Mentoring by RIT and Outside Faculty Scientists (40+ faculty mentors available)
  • Three years and one summer of paid research experiences at RIT
  • One summer of paid research experience outside of RIT
Program Contact Person Email Phone
Biochemistry Michael Heagy mdhsch@rit.edu 585‑475‑2090
Bioinformatics and Computational Biology Andre Hudson aohsbi@rit.edu 585‑475‑4259
Biology Andre Hudson aohsbi@rit.edu 585‑475‑4259
Biomedical Engineering Steven Day swdeme@rit.edu 585‑475‑4738
Biomedical Sciences Robert Osgood rcoscl@rit.edu 585‑475‑7902
Biotechnology & Molecular Bioscience Andre Hudson aohsbi@rit.edu 585‑475‑4259
Chemistry Michael Heagy mdhsch@rit.edu 585‑475‑2090
Computing and Information Technologies Dan Bogaard dan.bogaard@rit.edu 585‑475‑5231
Computer Science Mohan Kumar mjkvcs@rit.edu 585‑475‑4583
Computing Security Rob Olsen rboics@rit.edu 585‑475‑4601
Criminal Justice Amy Lyman axlgla@rit.edu 585‑475‑4137
Game Design & Development Elouise Oyzon eroics@rit.edu  
Human-Centered Computing Dan Bogaard dan.bogaard@rit.edu 585‑475‑5231
New Media Interactive Development Elouise Oyzon eroics@rit.edu  
Psychology Amy Lyman axlgla@rit.edu 585‑475‑4137
Web & Mobile Computing Dan Bogaard dan.bogaard@rit.edu 585‑475‑5231

Freshman students can apply to become a an RIT-RISE trainee for their sophmore year and beyond. Trainees must:

  • be majoring in one of sixteen degree programs (see Participating Programs)
  • request a letter of reccomendation from at least one professor
  • submit the application online with all required materials (transcript, personal statement and CV) before the deadline

All Years

RISE Trainees

  • meet with the RISE support team including individually assigned mentor(s) to develop and review their individualized development plan
  • receive individual counseling on career development and planning
  • attend co-curricular events, presentations, and workshops to meet with other deaf, hard of hearing. and hearing scientists and learn about current topics in STEM science, research ethics, rigorous research practices, and more
  • receive training in biomedical, biobehavioral, or clinical research
  • engage in professional communication training
  • meet regularly with other trainees to participate in peer mentoring

All students can attend and participate in symposia, workshops, and presentations sponsored by the RISE program. Event notices will be posted in student centers in RIT buildings, on social media, and on the RISE website.

Sophomore Trainees

  • are matched with a research mentor in your discipline
  • engage in paid research in their mentor's lab 8 hrs/week
  • take the Introduction to Biomedical, Biobehavioral, and Clinical Research (MEDS 101) course
  • engage in paid full-time mentored summer research
  • attend a national scientific conference for research students (Annual Biomedical Research Conference for Minority Students - ABRCMS) in November
  • Attend RISE-sponsored presentations

Junior Trainees

  • increase paid research time in their mentor's lab to 12 hours/week
  • Submit a poster presentation proposal to ABRCMS and present the poster there
  • conduct research in an affiliated lab at a major university with one of our external RISE mentors
  • learn about applying to graduate school and preparing for the GRE
  • take the Science Writing (ENGL 381) course
  • take the online Responsible Conduct of Research certificate course (RCRcc) and the online Rigor and Reproducibility certificate course (R&R) (both self-paced)

Senior Trainees

  • identify and begin to contact Ph.D. programs of your choice
  • submit abstracts for national meetings in their discipline
  • present their research and a national conference
  • complete and submit graduate school application materials

Program Requirements

Required Courses

Course Description

This course is designed to introduce students to the biomedical sciences, taking students on a focused journey through several traditional areas of biomedical science in areas of clinical pathology, as well as introduce them to areas outside of the clinical pathology laboratory where biomedical medical scientists are employed. When possible, job descriptions and general information about salary will be used to inform the students further about careers in the biomedical sciences. Students will learn about and gain a deeper understanding of many of the career opportunities that exist and are possible within the biomedical sciences. The course will actively engage students through self-reflection and expression, critical thinking, writing and engagement with invited speakers.

Course Topics

  1. Introduction to biomedical sciences
  2. Laboratory safety and biosafety
  3. Biomedical science disciplines within the clinical pathology laboratory
  4. Institutional Review Board and ethics in science
  5. Proper treatment of animals
  6. Biochemistry and its sub-disciplines
  7. Biochemistry jobs and careers
  8. Genetics and epigenetics jobs and careers
  9. Infectious disease and epidemiology jobs and careers
  10. Immunology jobs and careers
  11. Neuroscience and endocrinology jobs and careers
  12. Behavior science and toxicology jobs and careers
  13. Critical methods of the biomedical sciences
  14. Epidemiology, data science, and biostatistics
  15. Bioinformatics and synthetic biology
  16. Areas of clinical pathology and biomedical science careers within the clinical laboratory

Course Description

Study of and practice in writing about science, environment, medicine and technology for audiences ranging from the general public to scientists and engineers. Starts with basic science writing for lay audiences, emphasizing writing strategies and techniques. Also explores problems of conveying highly complex technical information to multiple audiences, factors that influence science communication to the public, and interactions between scientists and journalists. The course examines new opportunities for covering science, important ethical and practical constraints that govern the reporting of scientific information, and the cultural place of science in our society. (Gen Ed Elective; Artistic Perspective; Ethical Perspective; Writing Intensive)

Course Topics

  1. Genre
  2. Narrative
  3. Ethos
  4. Professional Ethics
  5. Responsible Conduct of Research
  6. Collaboration
  7. Writing Processes

Course Description

The RCR certificate course is a series of self-paced modules required of RISE Trainees and offered to other STEM students. Participants earn badges which can be posted to LinedIn, etc. and a final completion certificate.

Course Topics

  1. Introduction to the Responsible Conduct of Research
  2. Authorship
  3. Collaborative Research
  4. Conflict of Interest
  5. Data Management
  6. Mentoring
  7. Peer Review
  8. Plagiarism
  9. Reproducibility of Research Results
  10. Research Involving Human Subjects
  11. Using Animal Subjects in Research
  12. Research Misconduct

Course Description

The R&R certificate course is a series of self-paced modules required of RISE Trainees and offered to other STEM students. Participants earn badges which can be posted to LinedIn, etc. and a final completion certificate.

Course Topics

  1. Introduction to Rigor and Reproducibility
  2. Introduction to Data Collection
  3. Introduction to Design
  4. Lack of Transparency
  5. Blinding and Randomization
  6. Biological and Technical Replicates
  7. Sample Size, Outliers, and Exclusion Criteria
  8. Designing Clinical Trials, Analytical Approach, Power and Sample Size
  9. Qualitative vs Quantitative Alternative Design
Required Workshops

Description

The Responsible Conduct of Research Workshop is held virtually every summer. It will include an introduction to terminology and research methods used in various disciplines and laboratory settings. Participants will be exposed to unique laboratory environments through dynamic visualization and interactive activities in virtual labs where research is conducted. This workshop will also cover real-life ethical situations related to collegial responsibility, data integrity, data sharing, scientific integrity, protecting research subjects, lab safety and working in diverse research groups, as well as discussion of regulatory bodies such as the Institutional Review Board (IRB), Institutional Biosafety Committees (IBC), and Institutional Animal Care and Use Committees (IACUC).

Description

The Rigor and Reproducibility Workshop is held virtually every summer. Participants will be engaged in conversation and activity around the title topic in research. Resources will be provided to participants to integrate and apply in their own research practice. This workshop will provide opportunities for researchers on campus and beyond to cultivate postitive connections.

Application

  1. Review your eligibility for the RISE program
  2. Review and prepare the application requirements
  3. Complete the application form
  4. Check your email for confirmation of your completed application
    1. Confirmation will come from the Program Coordinator (ritrise@rit.edu)
    2. Please allow at least three business days before following up (which is welcome!)
    3. If needed, complete any incomplete items or revisions requested by the Program Coordinator


Apply Now!


Application Review

The RIT-RISE Recruitment Team will review your completed application and supporting Letter of Recommendation to determine your eligibility for the program. Eligible candidates will be invited to interview with a committee of three to five faculty members on the RIT-RISE Core Team. Candidates will be notified of the team's final decisions for new trainee appointments by the end of the spring semester.


Application Requirements and Expectations

The following information is required to successfully complete the RIT-RISE New Trainee application:

  1. Basic Information

    Your basic identifying and contact information

  2. Coursework

    Prior and current coursework and grades (if available); Includes names and titles of courses and your most current (or final, where applicable) grades

  3. Research

    If you have completed research experience(s) in your first year(s) at RIT, you will be asked to share the title of your research, type of work you were involved in, a description of your accomplishments, a description of your challenges, and feedback for improving the overall research experience.

  4. Support Services

    Your preferred/required communication support services for inclusion in courses and research work.

  5. Letter of Recommendation

    At least one name of a professional reference from whom you have requested a letter of recommendation to support your application to the RIT-RISE program. You should carefully choose the best professional individual to write a letter of recommendation and provide at least two weeks time for them to compose a letter to send to the RIT-RISE Program Coordinator at ritrise@rit.edu.

  6. Personal Statement*

    Maximum of three pages describing your background, skills, experience, and ambitions. Your personal statement should include who you are as a young scientist and who you want to be, how you became interested in science and being a Ph.D. scientist, any previous research experiences, and/or people or experiences that have shaped your desire to become a scientist; why you think you are a good match for the RIT-RISE program, and how you believe the RIT-RISE program might be able to help you achieve your goals.

    The RIT-RISE program STRONGLY ENCOURAGES YOU TO HAVE AT LEAST TWO PEOPLE PROOF READ YOUR PERSONAL STATEMENT prior to submitting your application. Personal statements of more than 3 pages will be returned to the applicant for revisions.

  7. High School Transcript*

    An official or unofficial high school transcript, preferably in PDF format.

    *Requires file upload to proceed in the application form.


If you have questions or would like to discuss the requirements and expectations of the RIT-RISE application, please email the RIT-RISE Program Coordinator at ritrise@rit.edu.

We are happy to respond to your questions or set up a meeting to discuss your interest in the RIT-RISE program!

Best Practices

Best Practices for Inclusion of Deaf and Hard-of-Hearing Scientists at Conferences
Paul A. Craig, Vincent Samar, Kathryn Womack, Jason Listman

1) PDF abstract and link to Best Practices presentation

2) Best Practices presentation - begins at 37:56

screenshot of video title

How to Best Prepare for Your PhD and Your PhD Interview
Mark Rosica

screenshot of video title

  • Access Services for Conferences: For Deaf/Hard-of-Hearing Student Participants
    Dr. Paul Craig and Ms. Kat Womack, RISE Core Team Members
  • Access Services for Conferences: For Conference Organizers
    Dr. Paul Craig and Ms. Kat Womack, RISE Core Team Members
  • All Alone in a Crowd
    Dr. Lea Vacca Michel, RISE Mentor
  • Best Practices for English Instruction for Deaf Undergraduates
    Dr. Kirsten Condry and Dr. Pam Connelly, Instructors for RISE-Required Courses

Events

The events are sponsored by RIT-RISE with the goal of helping all interested students to become successful scientists. These events are open to the university public, greater community, and all are welcome to attend and participate. Interpreting and real-time captioning are provided for all events. If you require a specific accommodation to fully participate in an event you are interested in, please contact the Program Coordinator at ritrise@rit.edu.

RIT-RISE Events  

Presentations and Publications

 

BO ALLABY (2021-Present)

Allaby, B. & Houston, R.J. (2021). Effects of sleep quality and age on everyday memory. Presented at the annual Rochester Institute of Technology Honors Symposium, Rochester, NY.

DANIEL DIMARTINO (2020-Present)

DiMartino, D. & Gaborski, T. (2021, July 29-Aug 4). Analysis of Critical Blood-Brain Barrier Proteins [Presentation], RIT Undergraduate Research Symposium, virtual.

DiMartino, D. & Schmitthenner, H. (2020, July 29). A Modular Approach to High Relaxivity MRI Contrast Agents [Poster], RIT Undergraduate Research Symposium, Rochester, NY.

DiMartino, D., Widom, L., Gaborski, T., (2021, November 10). Temporal Dynamics of Collagen IV Destruction in Response to Matrix Metalloproteinase-9. Annual Biomedical Research Conference for Minority Students, virtual.

MIKAYLA FORS (2020-Present)

Fors, M. & Houston, R. (2021, July 29-Aug 4). Differential Associations Between Tinnitus and Mental Health Symptomatology [Presentation], RIT Undergraduate Research Symposium, virtual.

Fors, M., Kan, J., Alam, A., Liu, R., Cruz-Garza, J., Hendry, M.F., and Contreras-Vidal, J.L. (2020, August 29-30). The Neural Basis of Neuroaesthetics (Your Brain on Art) [Poster]. University of Houston REU Poster Session (Neurotechnologies to Help the Body Move, Heal, and Feel Again), Houston, TX.

Fors, M. & Houston, R. (2021, November 10). Internalizing Disorder Symptoms in Tinnitus and Their Association with Perceived Stress and Quality of Life. Annual Biomedical Research Conference for Minority Students, virtual.

ANNA KASPER (2020-Present)

Kasper, A., Gaborski, T., Wuertz, K., & Michel, L. (2021, July 29-Aug 4). Optimizing ADSC Medium-Sized EV Concentrations in Fibroblast Wound Healing [Presentation], RIT Undergraduate Research Symposium, virtual.

Kasper, A., Jackson, N., Jones, S., Gleghorn, M., Kaur, R., Michel, L.V. (2020, July 29). Antigenic competition in Protein D antibody suppression by OMP26. [Poster]. RIT Undergraduate Research Symposium, Rochester, NY.

Kasper, A., Jackdon, N., Jones, S., Gleghorn, M., Kaur, R., Michel, L.V., (2020, November 13). Antigenic Competition in Protein D Antibody Suppression by OMP26. Annual Biomedical Research Conference for Minority Students, virtual.

Kasper, A., Henretta, S., Miller, H., & Gaborski, T., (2021, November 10). Optimizing ADSC medium-sized EV concentrations in fibroblast wound healing. Annual Biomedical Research Conference for Minority Students, virtual.

Kasper A, Jackson N, Jones S, Farquharson K, Michel L, Kaur R, Gleghorn M (ASBMB 2021 Annual Meeting, Virtual, 2021) A Vaccine Case Study: Understanding Protein D antibody suppression by OMP26; poster.

HOLLY ELDER (2019-Present)

Elder, H. & Fedorovskaya, E. (2021, July 29-Aug 4). Familial Alzheimer's Disease and Cognitive Performance in Young Adults [Presentation], RIT Undergraduate Research Symposium, virtual.

Elder, H., Craig, P., (2020, November 13). Neurodegenerative Diseases and Hearing Loss. Annual Biomedical Research Conference for Minority Students, virtual.

Elder, H., Fedorovskaya, E., (2021, November 10). Familial Alzheimer’s Disease and Cognitive Performance in Young Adults. Annual Biomedical Research Conference for Minority Students, virtual.

STEPHEN DAHLSTROM (2019-2021)

Dahlstrom, S., and Drake, G. (2020, July 29). Intersections between Mental Health, Crime and the Criminal Justice System [Poster], RIT Undergraduate Research Symposium, Rochester, NY.

Dahlstrom, S., Houston, R., Altheimer, I., Craig, P. & Samar, V.J. (2020, June 1 - September 1). Mentored Undergraduate Research on Impulsivity Self-Control and Delinquency: Sponsored by the RIT-RISE Program for Deaf and Hard-of-Hearing Undergraduates [Poster Presentation]. Association for Psychological Science Virtual Poster Showcase.

Dahlstrom, S., Houston, R., Altheimer, I., Samar, V., (2020, November 13). Factor Analysis of Self-Control and Associations with At-Risk Behavior. Annual Biomedical Research Conference for Minority Students, virtual.

Dahlstrom, S., Houston, R., Altheimer, I., (2019, November 16). Differential Associations between Impulsivity and Self-Control and their Relationship with Delinquency: A Psychometric Study. Poster Presentation. Annual Biomedical Research Conference for Minority Students, Anaheim, CA.

ROWAN CHRISTIE (2018-2020)

Christie, R., Stack Whitney, K., Bahlai, C., and Perrone, J.(2020, April 3-6): Long term data required to establish trajectories of populations in Lyme disease transmitting deer ticks (Ixodes scapularis) [Poster]. Ecological Society of America, Salt Lake City, UT. https://doi.org/10.6084/m9.figshare.12653009.v2

Christie, R., Stack Whitney, K., & Bahlai, C. (2019, November 15). Comparing Stability Trends in Long Term Deer Tick Population Datasets. Poster Presentation. Annual Biomedical Research Conference for Minority Students, Anaheim, CA.

Christie, R., Stack Whitney, K., & Bahlai, C. (2019, November 7). Comparing Stability Trends in Long Term Deer Tick Population Datasets. Poster Presentation. Rochester Academy of Science Conference, Rochester, NY.

Stack Whitney, K., & Christie, R. (2019, August 10). Working Together: Establishing Productive Training Environments with Hearing Mentors and D/HH Trainees in Science. Poster Presentation. DEAF ROC, Rochester, NY.

Christie, R.; Stack Whitney, K. (2019, August 9). Ixodes scapularis (Lyme disease vector) Population Interannual Stability Trends in Long Term Datasets. Poster Presentation. DEAF ROC 2019, Rochester, NY.

Christie, R.; Stack Whitney, K. (2019, August 1) Ixodes scapularis (Lyme disease vector) Population Interannual Stability Trends in Long Term Datasets. Poster Presentation. RIT Undergraduate Research Symposium 2019, Rochester, NY.

Christie, R.; Stack Whitney, K. (2019, April 12). Modeling US freshwater macroinvertebrate communities and ecological health. Poster Presentation. NTID Research Fair 2019, Rochester, NY.

Christie, R.; Stack Whitney, K. (2019, March 21). Modeling macroinvertebrate communities and ecological health. PowerPoint Presentation. RIT Research Spotlights: Health and Life Sciences, Rochester, NY.

Christie, R.; Stack Whitney, K. (2018, November 14). Modeling US freshwater macroinvertebrate communities and ecological health. Poster Presentation. Entomology Society of America, Vancouver, BC.

Christie, R.; Stack Whitney, K. (2018, November 10). Modeling macroinvertebrate communities and ecological health. PowerPoint Presentation. 45th Annual Rochester Academy of Sciences Fall Scientific Paper Session, Rochester, NY.

Christie, R.; Stack Whitney, K. (2018, August 3). Modeling US freshwater macroinvertebrate communities and ecological health. Poster Presentation. RIT Undergraduate Research Symposium 2018, Rochester, NY.

All presentation materials are available on Rowan’s FigShare: https://figshare.com/authors/Sofie_Christie/6912605

XINBEI LIU (2017-2020)

Liu, X., Lewis, S. Ward, Z. and Michel, L.V. (2020, April). Characterizing the effects of Pal-Peptidoglycan interactions. Poster Presentation. American Society for Biochemistry and Molecular Biology (ASBMB), San Diego, CA (Abstract submitted).

Liu, X., Lewis, S.D., Ward, Z., LaClair, C., and Michel, L.V. (2019). Probing the effect of the Pal-Peptidoglycan interaction on Pal release from Escherichia coli.(abstract). FASEB journal, 33(1_supplement), Abstract 631.27.

Liu, X., Bell, H., and Dziejman, M. Functional comparison of Vibrio cholerae and Vibrio parahaemolyticus VopZ(Z) effector proteins. Poster Presentation. University of Rochester Medical Center Summer Research Symposium, Rochester, NY, August 2, 2019.

Liu, X., Lewis, S., LaClair, C., Ward, Z., and Michel, L.V. Probing the Effect of the Pal-Peptidoglycan Interaction on Pal Release from Escherichia coli. Poster Presentation. American Society for Biochemistry and Molecular Biology (ASBMB), Orlando, FL, April 8, 2019.

Liu, X., Lewis, S., Ward, Z., LaClair, C., and Michel, L.V. Probing the Effect of the Pal-Peptidoglycan Interaction on Pal Release from Escherichia coli. Poster Presentation. RIT-RISE Program Spring Symposium, Rochester, NY, April 1, 2019.

Liu, X., Lewis, S., Stanton, S., LaClair, C., Phadke, S., and Michel, L.V. Using Site-Directed Mutagenesis to Probe the Pal-Peptidoglycan Interaction. Poster Presentation. Annual Biomedical Research Conference for Minority Students (ABRCMS), Indianapolis, IN, November 16, 2018.

Liu, X., Stanton, S., LaClair, C., Phadke, S., and Michel, L.V. Modulating the binding affinity of Pal to Peptidoglycan. Poster Presentation. American Chemical Society (ACS) Regional Meeting, Boston, MA, August 19, 2018.

  • Criag, P.A., Samar, V., Womack, K., & Listman, J. (2020). Best Practices for Inclusion of Deaf and Hard-of-Hearing Scientists at Conferences. The FASEB Journal, 34(S1), 1-1.
  • Dahlstrom, S., Houston, R., Altheimer, I., Craig, P. & Samar, V.J. (2020, June 1 - September 1). Mentored Undergraduate Research on Impulsivity Self-Control and Delinquency: Sponsored by the RIT-RISE Program for Deaf and Hard-of-Hearing Undergraduates [Poster Presentation]. Associateion for Psychological Science Virtual Poster Showcase.
  • Samar, V.J., et al. (2019, August). RIT-RISE Scientists-In-Training Program for Deaf and Hard-of-Hearing Undergraduates [Presentation]. NIGMS TWD PD Meeting, Bethesda, MD.
  • Craig PA, et al. (2019 April). Increasing Research Opportunities for Deaf and Hard-of-Hearing Students. FASEB journal, 33(1_supplement):456-1;

Resources

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