The document provides an annual report for Women in Neuroscience (WiN) that summarizes their activities and growth in 2021. It discusses how WiN expanded its programs, grew its internship program and community, strengthened partnerships, and increased funding. The report highlights the impact of WiN's mission to build a diverse community of women leaders in neuroscience through internships, mentorship, and scholarships. It provides financial details and testimonials from interns about the meaningful experiences and career insights gained from the program.
Cornell Project 2Gen is an initiative led by Rachel Dunifon and Laura Tach that seeks to create an interdisciplinary hub for research, policy, and practice to better support families throughout New York and beyond. Read about our first two years of work in this report.
Authentic and Collaborative Case-Based Learning: A New Model for Teaching Fam...vnorwood
Taking a radical departure from the traditional lecture-based approach and implementing an authentic and collaborative case-based learning model in an online nursing course resulted in a profound change in student attitudes towards course content, online technologies, teamwork, and nursing practice.
PEER empowers marginalized women (elmusharaf IFGH 2012)Khalifa Elmusharaf
Peer empowers marginalized women elmusharaf ifgh presentation 2 feb 2012
http://www.globalhealth.ie/index.php?i=247&PHPSESSID=4bccbb3b0e91c794cfe9c82ae33c7a1c
IFGH 2012: participatory ethnographic evaluation research (peer) empowers marginalized women to engage in community directed reproductive health interventions
Irish Forum for Global Health | Conference Abstracts
Authors: Elmusharaf K.1’2, O’Donovan D.2
Author Affiliations:1Reproductive & Child Health Research Unit ‘RCRU’, University of Medical Sciences &Technology, 2 National University of Ireland Galway
Option 2 -Lessons from the field; project and programme evaluations; and syntheses or analyses
Presented as – Oral Presentation
Issues:
This abstract demonstrates how Participatory Ethnographic Evaluation Research (PPER) can build the capacity, empower and engage local women in conflict affected hard-to-reach communities to participate in Community Directed Reproductive Health Interventions (CDRHI).
Description:
Fourteen marginalized women with no formal education were trained in PEER which included developing skills to design research instruments, conduct interviews, collect narratives and stories, and analyse the data. Twelve months later, 10 out of the 14 women were able to lead work on health communication with employees of local NGOs and local theatrical band members. They shared their information and data about the important issues related to women health in their community, developed action messages, created culturally appropriate health education materials, and delivered it to their community in form of pictograms, songs, and drama.
Lessons learned:
The women believe that PEER enhanced their credibility - when they returned to their social circles people were more accepting to what they said because they were perceived to know more than others. They are more confident about their ability to influence change. Participation in research design, data collection and data analysis was a particularly powerful tool to enhance their empowerment in post conflict settings. The approach adopted illustrates the developing of the capacity, mobilizing the community and increasing the level of readiness to participate in CDRHI.
Next steps:
By using PEER we not only gain an in depth understanding of the social, economic, and cultural contexts in which people live, but we also empower and engage marginalized women in hard to reach communities. Moreover, it gives a sense of ownership, ensures sustainability, and assists in planning, implementation, monitoring and evaluation of Community Directed Reproductive Health Interventions.
Cornell Project 2Gen is an initiative led by Rachel Dunifon and Laura Tach that seeks to create an interdisciplinary hub for research, policy, and practice to better support families throughout New York and beyond. Read about our first two years of work in this report.
Authentic and Collaborative Case-Based Learning: A New Model for Teaching Fam...vnorwood
Taking a radical departure from the traditional lecture-based approach and implementing an authentic and collaborative case-based learning model in an online nursing course resulted in a profound change in student attitudes towards course content, online technologies, teamwork, and nursing practice.
PEER empowers marginalized women (elmusharaf IFGH 2012)Khalifa Elmusharaf
Peer empowers marginalized women elmusharaf ifgh presentation 2 feb 2012
http://www.globalhealth.ie/index.php?i=247&PHPSESSID=4bccbb3b0e91c794cfe9c82ae33c7a1c
IFGH 2012: participatory ethnographic evaluation research (peer) empowers marginalized women to engage in community directed reproductive health interventions
Irish Forum for Global Health | Conference Abstracts
Authors: Elmusharaf K.1’2, O’Donovan D.2
Author Affiliations:1Reproductive & Child Health Research Unit ‘RCRU’, University of Medical Sciences &Technology, 2 National University of Ireland Galway
Option 2 -Lessons from the field; project and programme evaluations; and syntheses or analyses
Presented as – Oral Presentation
Issues:
This abstract demonstrates how Participatory Ethnographic Evaluation Research (PPER) can build the capacity, empower and engage local women in conflict affected hard-to-reach communities to participate in Community Directed Reproductive Health Interventions (CDRHI).
Description:
Fourteen marginalized women with no formal education were trained in PEER which included developing skills to design research instruments, conduct interviews, collect narratives and stories, and analyse the data. Twelve months later, 10 out of the 14 women were able to lead work on health communication with employees of local NGOs and local theatrical band members. They shared their information and data about the important issues related to women health in their community, developed action messages, created culturally appropriate health education materials, and delivered it to their community in form of pictograms, songs, and drama.
Lessons learned:
The women believe that PEER enhanced their credibility - when they returned to their social circles people were more accepting to what they said because they were perceived to know more than others. They are more confident about their ability to influence change. Participation in research design, data collection and data analysis was a particularly powerful tool to enhance their empowerment in post conflict settings. The approach adopted illustrates the developing of the capacity, mobilizing the community and increasing the level of readiness to participate in CDRHI.
Next steps:
By using PEER we not only gain an in depth understanding of the social, economic, and cultural contexts in which people live, but we also empower and engage marginalized women in hard to reach communities. Moreover, it gives a sense of ownership, ensures sustainability, and assists in planning, implementation, monitoring and evaluation of Community Directed Reproductive Health Interventions.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
2015 MFLNMC VLE Session #1: Relating! Caring and Culturemilfamln
Centered around a theme of reenergizing and rejuvenating the work environment, this FREE web-based learning opportunity is open to the public and will be similar to a professional conference – no travel involved! Part 2 of the Virtual Learning Event Session will focus on professional development in the area of ‘Cultural Competencies.’
Cultural competence and linguistic competence are widely recognized as fundamental aspects of quality in health/behavioral health care and in the provision of social services and supports. Cultural and linguistic competence are viewed as essential approaches for reducing disparities and for promoting equity by improving access, utilization, service delivery, and health and well-being among patients, their families, and communities. While the evidence suggests the efficacy of these approaches, many in health/behavioral health care and social service organizations continue to struggle with the full integration of cultural and linguistic competence into their policies, structures, practices, and procedures. This VLE session will explore the conceptual frameworks of cultural and linguistic competence and examine their relevance for supporting service members and their families.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
2015 MFLNMC VLE Session #1: Relating! Caring and Culturemilfamln
Centered around a theme of reenergizing and rejuvenating the work environment, this FREE web-based learning opportunity is open to the public and will be similar to a professional conference – no travel involved! Part 2 of the Virtual Learning Event Session will focus on professional development in the area of ‘Cultural Competencies.’
Cultural competence and linguistic competence are widely recognized as fundamental aspects of quality in health/behavioral health care and in the provision of social services and supports. Cultural and linguistic competence are viewed as essential approaches for reducing disparities and for promoting equity by improving access, utilization, service delivery, and health and well-being among patients, their families, and communities. While the evidence suggests the efficacy of these approaches, many in health/behavioral health care and social service organizations continue to struggle with the full integration of cultural and linguistic competence into their policies, structures, practices, and procedures. This VLE session will explore the conceptual frameworks of cultural and linguistic competence and examine their relevance for supporting service members and their families.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
2. WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
AN INCLUSIVE SCIENTIFIC COMMUNITY
PRODUCES BETTER OUTCOMES
Less Bias = Better Science
3. WiN INAUGURAL
BOARD OF
DIRECTORS
WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
Amid the lingering global pandemic, a polarized
political climate, and the difficult but necessary
conversation about racial justice in America, the
WiN community continues to find purpose in
our mission.
Over the past year, WiN has grown substantially.
Along with making Emily’s executive director
role full-time, we brought on a passionate Board
of Directors who generously share their personal philanthropy, leadership, and expert
guidance with WiN.
We’ve created new educational partnerships and solidified existing ones. We created a
new brand, strengthened our vision and mission, and developed goals that reflect the
needs we heard from our community.
We enter 2022 focused on building a diverse community of women leaders in neuroscience
and neurology through student internships, mentorship, and scholarships—and we are
grateful for your continued support.
A MESSAGE FROM OUR BOARD PRESIDENT & EXECUTIVE DIRECTOR
Judi Nudelman & Emily Morris
SOCAR CHATMON-THOMAS
KRISTOPHE DIAZ, PhD
GAIL KAPLAN
EMILY MORRIS, MT-BC, MBA
Acting Secretary, Ex-Officio
PAT NEIKAMP
JUDI NUDELMAN
Founder, Board President
JIM WALB
Treasurer, Finance Chair
JANET WALKOW, PhD
EMILY MORRIS
JUDI NUDELMAN
4. WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
ABOUT WiN Our Mission
Building a diverse community of women
leaders in neuroscience and neurology
We Are Growing in Response to Demand
Rapid increase in number of interns drives growth in alumni community
5. UT LAMP
EXCELLENCE AWARD
In 2021, for the second time,
WiN was given the UT LAMP
Excellence Award for a student
stipend. Zora Cook, Huston
Tillotson University rising
sophomore, was WiN’s 2021
LAMP Scholar.
WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
ABOUT WiN Our Impact
WiN believes that less bias leads to better science. We
envision an inclusive scientific community, which
produces better outcomes in every way.
This means we need representative diversity in the neuroscience and neurology fields.
When we see diversity in practitioners, researchers, and leaders, we see accelerated
breakthroughs and better outcomes for all populations.
Talent isn’t gendered, and opportunity shouldn’t be. That’s why WiN strives to diversify
the neuroscience field by encouraging female students from historically excluded
communities to pursue leadership careers in the neurosciences. We aim to educate
and empower young women to benefit all neurological patients.
Being exposed to all types of lab techniques that
will lead to groundbreaking discoveries made me
feel more motivated to pursue a path in research.
— MARISSA, 2021 WINTERN
The University of Texas at Austin
6. WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
ABOUT WiN Our 2021 WiNterns
6
ANN RICHARDS SCHOOL FOR
YOUNG WOMEN LEADERS
6
THE UNIVERSITY OF TEXAS AT AUSTIN
NEUROSCIENCE DEPARTMENT
5
HUSTON-TILLOTSON UNIVERSITY
Austin’s HBCU
Through WiN’s summer internships, educational
opportunities, and one-on-one mentoring, your support
ensures young women build the confidence and
leadership skills necessary to realize their career goals.
7. WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
ABOUT WiN Our 2021 WiNterns
A diverse community in experience and perspective
WiNTERNS
DEMOGRAPHICS
5.9% White
(1 Intern)
11.8% Asian
(2 Interns)
35.3% Latina
(6 Interns)
47.1% Black
(8 Interns)
WiNTERNS
COLLEGE EDUCATION
17.6% Graduates
(3 Interns)
23.5% Seniors
(4 Interns)
11.8% Juniors
(2 Interns)
23.5% Sophomores
(4 Interns)
23.5% Freshmen
(4 Interns)
8. ABOUT WiN The Summer Intensive
WiN meets its mission each summer through an eight week experience.
Every day students are paired with a faculty mentor and lab/clinical
team to learn about areas of neuroscience and neurology at both the
Dell Medical School and UT Department of Neuroscience.
Faculty hosts are eager to provide career and life mentoring
to their interns.
Professional and personal growth are also part of a WiNtern’s
training. There are seminars on the basics of research, speakers from
different areas in the neuro fields, plus sessions and coaching on
writing, speaking, and leadership.
WiNterns are compensated with a stipend so they can focus on
learning and ensure this opportunity is an option for all students.
THANK YOU TO OUR
2021 PARTNERS
Ann Richards School for Young Women Leaders (ARS)
ARS, an AISD public all-girls school focused on STEM, has partnered as a
feeder school to WiN since our inception in 2018. Judi's long time work with
ARS was a strong influence on WiN's formation and mission.
Austin Community Foundation
WiN was originally known as The Neuroscience Studies Foundation operating
under the umbrella of Austin Community Foundation (ACF) from inception in
2018 through mid-2021. ACF handled 501c-3 reporting, and all administrative
functions. WiN assumed responsibility for all these functions once receiving
a 501c-3.
Huston-Tillotson University (HT)
In 2021, WiN invited HT, a private Historically Black University (HBCU) in
Austin, TX to have its students participate in our programs. HT's mission for
its students closely parallels that of WiN and their faculty and leadership
have become significant advisors to WiN.
Leadership Austin Fellows Program
WiN, as a Leadership Austin Fellows host, received one year of consulting
expertise for guidance in raising funds and establishing a lasting framework
for future development and fundraising.
UT Department of Neuroscience
Dell Medical School Department of Neurology
A strong partnership with leadership and faculty led to:
• Eleven faculty members hosting one or more WiNterns
• Nineteen faculty members presenting in 21 speaker sessions
WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
No two days were exactly the same. I loved
having both the structure and freedom to
branch out into the areas that interested me.
— TIERANNI, 2021 WINTERN
Huston-Tillotson University
9. WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
WiN Financials
ASSETS
Current Assets
Cash $192,920
TOTAL ASSETS $192,920
LIABILITIES AND NET ASSETS
Current Liabilities
Accrued Liabilities $1,051
Net Assets
Without Donor Restrictions $191,869
TOTAL LIABILITIES AND NET ASSETS $192,920
Operating
Revenues Total
$229,497
Functional
Expenses Total
$107,621
OPERATING REVENUES
Individuals 56% $128,297
Foundations 43.5% $100,000
Corporate 0.5% $1,200
Total $229,497
FUNCTIONAL EXPENSES
Program 80% $86,165
Administrative 16% $17,467
Fundraising 4% $3,989
Total $107,621
STATEMENT OF FINANCIAL POSITION January 1-December 31, 2021
10. WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
THE WiNTERNS Tieranni Brim
Senior at Huston Tillotson University, Major: Psychology & Chemistry
One of my favorite things about being an intern with Dr. Maya Henry’s
Aphasia Research and Treatment lab was how each day was different. Dr.
Henry exposed me to new projects, information, and experiences throughout
the summer.
My day in the lab started around 8:30 a.m. so I could set up - Dr. Henry
gave me a room to work in so I could attend Zoom meetings and do my
bookwork. Most mornings were spend reading for the lab’s weekly journal
club and reading prior to group meetings focused on EEG experiments and
data collection. I often found the subjects confusing and unfamiliar, so this
dedicated time was important to help me digest the information and prepare
my questions. When there were no meetings, I worked on readings until
joining our daily speaker series.
Afternoons included our lab science meeting reviewing patient introductions
and updates so decisions could be made on the next steps for each patient.
In the lab meeting, I also learned about lab members' projects. When an
afternoon lab meeting wasn’t scheduled, I met with graduate students and
postdocs to learn more about EEG data collection and processing.
In the second month of the internship we learned how to code our
experiment into E-Prime and collectively digest more information about
all things EEG-related. I also met with graduate students to learn about lab
activities such as contacting and screening participants, creating treatment
materials, and collaborating with scientists across the globe.
Before my internship, I had reservations about graduate school and
becoming a clinical psychologist and researcher. I thought most researchers
were focused on research rather than thinking about how to benefit the
communities they research. The Henry lab focused on benefitting their
participants, while running a scientific and standardized study. They showed
me it is possible to do both. Dr. Henry exemplified the kind of researcher
I’d like to become and the lab she led was the type of lab I’d like to lead
some day.
Tieranni Brim is a Senior at Huston Tillotson University, majoring in Psychology with a minor
in Chemistry. She interned in 2021 with Maya Henry, PhD, Associate Professor in Dell Medical
School Department of Neurology and UT Austin Department of Speech, Language and Hearing
Sciences and Director, Aphasia Research and Treatment Lab.
11. THE WiNTERNS Kaelin Nguyen Rubenzer
May 2020 Graduate The University of Texas at Austin, Major: Neuroscience
In 2019, I joined Dr. Jon Pierce’s lab. The stipend that came with a WiN
summer internship enabled me to work in the lab full-time and spearhead
my own research project: “Autism implicated genes for social behavior
defects in Caenorhabditis elegans”. My research project took off, and I felt
like an independent researcher for the first time. It was exhilarating.
When another WiNtern, Katherine Perks, and I approached Judi about
funding to attend the Society for Neuroscience Meeting in Chicago, the
foundation provided each of us a $500 stipend. Katherine described the
experience as:
“...an unexplainable atmosphere of scientific prowess combined
with genuine enthusiasm and support for the work of others.
It exposed us to an intelligent and tight knit international
community ahumanity’s understanding of the brain.”
This was my first large science conference, and I was amazed. I learned about
cutting-edge research from other prestigious universities, which inspired me
in new ways for my own project. I also was introduced to C. elegans faculty
researchers from across America, which has greatly influenced my prospects
for graduate and medical school. I am so grateful I was given the opportunity
to attend with WiN’s help.
When approaching graduation in May 2020, the Pierce lab had temporarily
shut down in-person experimentation due to Covid. While I was forced to
curtail my project in the Pierce lab, Judi asked if I would be interested in
another summer internship. On the tail end of finishing Dr. Kristen Harris’s
computational neuroscience class, Judi helped me become the 4th remote
Nudelman intern in the Harris lab. I was elated to be doing research again.
The 2020 internship helped further develop my interests in IDD research
with a project about “neurophysiological structure of neurons in a Fragile-X
mouse model”. With 2020’s daily programs of speakers and lectures, I
expanded my knowledge of neuroscience and neurology and bolstered my
organizational and presentation skills. WIN’s weekly meetings and social
events allowed me to make new connections with other like-minded women
Kaelin Nguyen Rubenzer is a May 2020 graduate of UT Department of Neurosciences. She
interned in 2019 with Jonathan Pierce, PhD, Associate Professor, UT Austin Department of
Neuroscience whose research focuses on Alzheimer’s and Parkinson’s. Kaelin interned in 2020
with Kristen Harris, Professor, UT Austin Department of Neuroscience whose research focuses
on Structural and Synaptic Plasticity.
WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
12. in STEM. Since Fall 2020, I have been a full-time Research Assistant working
in both the Pierce and Harris Labs.
In Summer 2021, I assumed a new relationship with Women in Neuroscience.
As part of the Pierce Lab, I mentored Maria Noonan, WiN Intern, Ann Richards
School graduate and rising freshman in Biology at UT Austin. Working with
Maria provided me new perspectives on internships as a mentor and helped
me to communicate science more effectively. It was satisfying to mentor and
befriend a younger woman scientist.
In my last three years with WiN, I’ve advanced my STEM skills and found
community among women in science. With the multidimensional experience
gained from WiN, I’m now ready to apply to MD-PhD programs and
continue towards my goal of establishing an integrative, interdisciplinary,
and research-backed care center for children and adults with autism
spectrum disorder.
Kaelin Nguyen Rubenzer cont.
THE WiNTERNS Maria Noonan
Freshman at The University of Texas at Austin, Major: Biology, 2021 Graduate of Ann Richards School
Hello, I am Maria Noonan. I worked in Jonathan Pierce's lab which uses C. Elegans as an animal model to
study the genetic mechanisms that govern behaviors and contribute to neurological disorders. I worked
under Kaelin Rubenzer on her project researching the association between target genes and Autism
Spectrum Disorder.
I had the most wonderful mentor on earth, Kaelin. Almost every day, we ate lunch together and Kaelin
debriefed me on the goals for the day. Though we went separate ways, Kaelin often checked in on me. My
day consisted of collecting data for Kaelin by counting worms, setting up plates, helping around the lab,
entering data, attending lab meetings, and shadowing Kaelin.
With Kaelin’s guidance, the internship gave me an amazing opportunity that pushed me to learn and grow
as a researcher.
WOMEN IN NEUROSCIENCE 2021 ANNUAL REPORT
