This year’s DAAD-RISE recipients, Lindsey Berry and Luisa Rosa, are both juniors at Fordham College at Rose Hill who are pursuing majors in STEM. Since the DAAD-RISE program was established in 2005, Fordham has had 14 recipients, including this year’s. 

“DAAD-RISE is an outstanding opportunity for our undergraduates. Not only do they conduct cutting-edge research over the summer, but they also get to know Germany—meeting fellow research scientists and locals—which helps them in any career they choose to pursue, from science and engineering to medicine and teaching,” said Lorna Ronald, Ph.D., director of Fordham’s Office of Prestigious Fellowships.

Studying How the Human Brain Processes Sound 

Berry, the daughter of U.S. Air Force parents, has lived in five U.S. states and abroad in Germany and is currently an integrative neuroscience major and a German studies minor at Fordham. She conducts research in the University’s EEG Lab for Language and Multilingualism Research, where she studies second language acquisition and processing.

This summer, Berry will join the neuroscience group at Heilbronn University’s Center for Machine Learning, where she will study inattentional deafness—being unable to hear usually audible sounds, like alarms, because you’re too focused on a visual task. One example is texting while walking, and not noticing the sound of a nearby bicycle bell or a car engine. 

“The greater scope of the research that I’ll be doing in Germany is that hopefully it will help people who have suffered brain damage, such as through strokes or traumatic brain injuries. By learning more about why and how inattentional deafness occurs, we can then work towards treatment options and learn more about how the brain filters out and processes certain auditory sounds,” said Berry, who plans on eventually earning her Ph.D. and becoming a psycholinguistics researcher. 

Building a Device That Can Help Athletes in Real Time

Rosa is a computer and information sciences major at Fordham. She conducts research in the University’s Educational Data Mining Lab, where she analyzes data on Fordham student academic performance to understand grading patterns, instructor effectiveness, and future student performance. Rosa, an international student from Brazil, is also a member of the women’s swimming and diving team. 

This summer, Rosa will join a human-computer interaction research group at LMU Munich to develop and evaluate a wearable sensor-based system that can give real-time feedback to athletes and those who want to improve their skills in any physical activity. 

This system could someday help swimmers like herself. Rosa said she has about 30 teammates and two coaches at Fordham. It can be difficult for each athlete to receive individualized feedback during sports practices, she said. However, the system she will work on may have the ability to evaluate a user’s movements—stroke or breathing patterns, for example—and show them how to improve their movements in real time. 

“I think this system has the potential to revolutionize sports, and I’m really excited to be a part of it,” said Rosa, whose long-term goals are to join a company like Google and eventually lead their data science research team.  

The gathering, which took place in two sessions in the Lowenstein Center’s 12th-Floor Lounge, featured 32 students who shared the results of their research with friends and colleagues.

“It feels so great. It really feels like a relief to be able to gather in a room and talk to students about their research,” said Rebecca Stark-Gendrano, Ph.D., assistant dean for juniors and transfer students.

“We’ve had Zoom events the last two years, and those were a reasonable substitute, but there really is nothing like having the energy that comes from being together in one room.”

Stark-Gendrano said that social justice was a common factor in many of this year’s presentations, but that the projects spanned many disciplines.

Disinformation Through the Years

Inspired in part by his experience interning with NBC News/MSNBC in 2019 and 2020, Gabe Samandi, an international studies major, presented “A general history and theory of Mind Control,” which he completed under the mentorship of Mathias Klang, Ph.D., professor of communications and media studies.

The idea for the project, which traces the history of techniques associated with misinformation and manipulation of public perception since the 1950s, came to him when he started hearing people saying that critical race theory (CRT) was being taught in elementary schools. He had studied critical race theory during his time in Fordham’s study abroad program at the University of Pretoria in 2020.

“I can assure you it’s not,” said Samandi, who studied CRT during Fordham’s Ubuntu program in 2020, between his two internships at NBC News/MSNBC.

“I had to go all the way to South Africa to learn about it. So I was really curious about how misinformation could spread so quickly,” he said.

Critical race theory is not being taught in elementary schools, but anti-racist curriculum is, and the two are being conflated in disinformation campaigns.

“A lot of conspiracy theories and misinformed narratives actually end up having a lot of grains of truth, and, interestingly, common roots in real historical events that have historically gone ignored or underreported.”

One example, he said, is Operation Paperclip. The secret United States intelligence program featured the U.S. government recruitment of more than 1,600 Nazi German scientists, engineers, and technicians after the end of World War II, for work in the Cold War arms race. It has been a common starting point for a lot of right-wing misinformation and conspiracy theories, including QAnon, because it’s held up as proof of the U.S. government’s willingness to work with criminals.

“I wanted to provide a historical record about some of the common routes of these conspiracy theories and set the record straight about some of the most confusing and truly alarming aspects of the history of psychological and information warfare in the United States,” he said.

Koreans who Call Japan Home

In addition to a posterboard, Kia Fatahi Faz Abad, also an international studies major, had on display newspapers from his visit to Japan this past summer. He traveled to Tokyo to conduct ethnographic research on ‘Zainichi Koreans’ — Koreans who migrated to Japan during the Japanese occupation of Korea and have lived there since the early 1920s, along with their descendants. His finished project “What’s It Like Being Korean in Japan? The Complex Identity of Zainichi,” was overseen by Asato Ikeda, Ph.D., associate professor of art history.

Abad visited 10 schools in Tokyo that were originally established to promote the teachings of former North Korean president Kim Il-sung, and interviewed Zainichi people. But the idea that because the Zainichi attend the schools, they are ideologically tied to North Korea, is a misconception held by many Japanese.

“They have transitioned from the ideological education, and are more tied to the perseverance of the Korean identity as a whole, dating back to when Japan occupied Korea,” he said.

That’s because even though many Zainichi were born in Japan and have spent their whole lives there, in the eyes of the Japanese state, they are still Korean.

“If you’re born in America, you receive an American passport, and you’re considered American, regardless. But in Japanese immigration law, they view you as Korean,” he said.

“This creates a much more complicated identity. Zainichi have suffered discrimination and also hate speech from right-wing parties and Japanese nationalists. They are not viewed as a different ethnic identity, but as a foreigner.”

The Zainichi’s plight begs the question: What does it mean to have a homeland that you’ve never visited? For Abad, whose parents are from Japan and Iran, the question was worth the hassle of COVID-related travel restrictions that made the trip challenging.

“It was one of the most important life lessons for me. This was the first time I’ve conducted independent research. It took a lot of paperwork, but it worked.”

A More Inclusive Dining Experience

Hannah Kang, an English major, and Sayema Abedin, a political science major working on an M.A. in ethics and society stayed close to home for their research. In “Islamic Foodways: Texts, Cultures, and the Practical-Political Ethics of Campus Dining,” they detailed the ways they felt that Fordham could improve dining for Muslim students such as Abedin.

For the research, which they conducted under the guidance of associate theology professor Christiana Zenner, Ph.D., the students surveyed schools and universities in New York City to better understand how they accommodate Muslim students. They also explored ways to help non-Muslims understand the importance of Halal food, which is available at the Lincoln Center campus.

“Instead of thinking of it as a restriction, we want people to think of it as a lifestyle. Our main goal is to just educate everyone on what it is, and why we follow these rules,” said Abedin.

“We also talk about the social lives of students, and how we can make them feel more comfortable.”

Although the University has made strides to welcome Muslim students to campus, Kang and Abedin said additional steps to improve the dining experience, including lowering the price of Halal meals, and making them more widely available. They are also advocating for separate prayer rooms for men and women and a Wudu station, which allows for washing before prayers.

Kang said they interviewed students from Fordham’s Muslim Students Association and contacted the Interfaith center of New York City, which provided them with policy proposals for K-12 schools.

“We would love to conduct more quantitative work, but for this moment, this was just making sure we have a foundation for others who want to do further research,” she said.

Peeking into the Brain

Across the room, Rabia Gondur, an integrated neuroscience major, shared the findings of “Left-handedness and language: A brainwave analysis of semantic processing and familial left-handedness.”

Her research, which she conducted under the supervision of Sarah Grey, Ph.D., assistant professor of Spanish and linguistics, featured 25 volunteers who were asked to read sentences while their event-related potential (ERP) waveforms were measured.

In the majority of the population, language is thought to be predominantly controlled by the left hemisphere of the brain, but in left-handed, or familial sinistral people, it’s thought to be controlled by the right hemisphere. The effect is thought to also affect blood relatives of left-handed people, a phenomenon known as familial sinistrality. This means they process language in a fundamentally different way.

The goal of the study was to see the effects of familial sinistrality on language processing in real-time, via ERP waveforms. In the experiment, participants visited Grey’s Rose Hill campus lab, and were asked to read a sentence aloud. Familial sinistrals were expected to show a greater N400 brainwave activity while those who were non-familial sinsitrals were excepted to show smaller P600 or N400 waves.

Because the research was interrupted by the onset of the pandemic in March 2020, the number of participants who were familial sinistrals was lower than ideal, and as a result, Gondur said she didn’t get enough results to make a firm conclusion about familial sinistral participants. She was still excited to talk about the work in person though.

“While we weren’t able to see a lot of significant results for our familial sinistral group, we were able to see that non-familiar sinistrals showed a bigger P 600 response. This shows that they use a different mechanism to process semantic information. They look at grammar cues to pick up semantic information.”

She said that while some people prefer Zoom, she feels it’s easier to be in person.

“Because I talk so fast, and I don’t know if everyone knows the terms and stuff, this gives me enough time to explain them,” she said.

The injustices of offshore tax evasion. The relationship between Sigmund Freud and his mentor Jean-Martin Charcot. The connection between stress responses and glucose-sensing neurons in the brain. The power of dance to promote social-emotional learning.

These topics sparked the interest of three recent Fordham College at Lincoln Center graduates whose research papers were honored by the Global Undergraduate Awards, a Dublin-based program that recognizes top undergraduate work and seeks to connect students across cultures and disciplines.

Examining the Injustice of Tax Crimes

Public awareness of offshore financial crimes has risen since the publication of the Panama and Paradise Papers in 2015 and 2017, respectively, but Briana Boland, FCLC ’19 was left wondering whether the attention has resulted in increased regulation.

For her foreign service seminar, the international studies major looked at the tax governance policies of the United Nations, the Organization for Economic Cooperation and Development, and the Group of 20, the international body composed of leaders from nearly two dozen of the world’s largest economies.

What she found is that while public scrutiny of offshore finance has increased, there has been little progress toward better international tax governance.

“Global governance mechanisms have failed to effectively regulate tax avoidance,” Boland writes in “Tax Injustice: The Failure of Public Scrutiny to Translate into Global Tax Governance.”

She does express optimism about the potential for increased public attention to lead to better regulation, stating in the paper’s conclusion that “[p]ublic engagement and activism to hold states and intergovernmental organizations accountable … is critically important to ensuring any future justice and equality in the international economy.”

Boland’s paper was recognized by the Global Undergraduate Awards as a Highly Commended entry in the political science and international relations category—a designation given to the top 10% of papers submitted in each subject area. It later was named a Regional Winner, meaning it was deemed the best paper in that category in the United States and Canada.

Boland described the recognition as “a tangible result of hard work and scholarship,” and expressed gratitude to her faculty mentor, adjunct instructor Anna Levy, “for encouraging me to pursue my research interest in the topic and for continuing to work with me even after our class had ended.”

Since graduating from Fordham last May, Boland spent the summer in Dalian, China, studying Chinese as a recipient of the Critical Language Scholarship from the U.S. State Department. Now she’s back in New York City interning for U.S. Sen. Kirsten Gillibrand on immigration and foreign affairs issues.

Freud as a Mentee—and the Amygdala’s Role in Eating Behavior

Kaetlyn Conner, FCLC ’19, who majored in integrative neuroscience, produced two award-winning papers.

In “Charcot: The Catalyst of Freudian Psychoanalysis,”—which received the Global Undergraduate Awards’ Highly Commended designation in history—she focused on the relationship between Sigmund Freud and one of his mentors, Jean-Martin Charcot. Conner decided to write about Freud and Charcot as a final assignment for her interdisciplinary capstone course, Hysteria/Sexuality/Unconscious, taught by professors Doron Ben-Atar and Anne Hoffman, because they were both prominent figures in the study of hysteria and sexuality.

Freud worked under Charcot, a prominent neurologist, at Paris’s La Salpêtrière hospital in 1885 and 1886, an experience that gave Freud the tools to invent the practice of psychoanalysis, Conner wrote.

“Freud’s ideas about trauma, sexuality, and hypnosis, that were formed and shaped by his early exposure to male hysteric patients and Charcot’s therapeutic methodologies, went on to have significant impacts on Freud’s way of thinking,” she wrote.

“By studying the works of both men, I was able to draw parallels between the two and infer some of the effects that Charcot’s work may have had on Freud’s career.”

Conner’s second paper earned the Highly Commended honor in psychology.

In “Glucose-Sensing Neurons in the Medial Amygdala and their Role in Glucose Homeostasis,” she investigated the way the medial amygdala portion of the brain responds to glucose levels, and how that affects subjects’ eating behaviors.

While most studies on glucose-sensing in the brain have focused on similar neurons in the hypothalamus and brain stem, Conner finds that the medial amygdala, which is central to reproductive, sexual, emotional, and defensive responses, may also have a role in feeding behaviors or glucose regulation.

“As obesity rates in America continue to rise at alarming rates,” Conner writes, “research investigating the neuronal processes and mechanisms behind feeding behavior will continue to be of the utmost importance.”

The paper came out of an independent research project Conner conducted under the supervision of Sarah Stanley, Ph.D., at the Icahn School of Medicine at Mount Sinai Hospital. Conner continued to working in the Stanley Laboratory after graduating from Fordham, thanks to a grant from the American Heart Association that allowed her to extend her work there through the summer. More recently, she moved back to her hometown of Pittsburgh for a job as a research specialist in the CARE Laboratory at the University of Pittsburgh Medical Center, which studies how parental care is related to how children learn to express and regulate their emotions using brain and behavioral methods.

Conner says that her research and professional success reaffirm that she chose the right school.

“Fordham’s unique mixture of supportive peers and engaging professors really challenged me and gave me the space to explore new areas of research that I had not previously considered,” she said.

Dance Education as an Agent for Change

Caroline Shriver, FCLC ’19, double majored in dance and Latin American and Latino studies, and she brought both of those subjects to bear in her award-winning research, which was recognized in the anthropology and cultural studies category.

In “Becoming an Agent for Positive Change: Youth Development of Self Efficacy and Agency through Social and Emotional Dance Education in Aguas Frías, Colombia,” Shriver sought to demonstrate how Colombia’s tumultuous history and identity of conflict pervade the country to this day, and how students would benefit from an emphasis on social-emotional learning.

After teaching dance-based social-emotional learning classes in the rural community of Aguas Frías and conducting interviews with a number of her students, she found that “a physicalized form of social-emotional learning gave students the opportunity to develop a degree of self-efficacy.”

In these classes, she had students take part in physical trust-building exercises, and she asked them to teach a dance move to their peers to build a collaborative choreography.

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Employing her research and that of others, she concluded that physicalized social-emotional education “offers an effective strategy to combat Colombia’s social order of conflict and provides a vehicle for young people to develop personal and cultural agency.”

Since graduating from Fordham, Shriver traveled to Spain, Berlin, and Panama, where she participated in dance workshops and taught dance. She also led a group of 13 undergraduate dancers from the U.S. on a dance outreach trip to Colombia. After returning from these travels, she has been freelancing as both a dancer and dance teacher. She said she plans on continuing to pursue a career as an artist and social activist.

“This award reminds me that arts education can have a positive impact on young people around the world, and it inspires me to further develop and share my passion for dance education,” Shriver said.

Boland, Conner, and Shriver are not the first Fordham students to be recognized by the Global Undergraduate Awards. In 2018, Joshua Anthony, FCLC ’19, was named a Global Winner for his paper on the morphing historical perceptions of La Malinche, the indigenous woman who was the chief translator to Hernán Cortés.

“The range of the majors and minors of these winners captures just some of the breadth of the many academic and research opportunities offered at Fordham University,” said Josie Grégoire, J.D., assistant dean for seniors at Fordham College at Lincoln Center. “We are delighted with their success.”