Individual Projects
Colton Baumler, BMCDB, PhD Candidate
The Modern, Practical Scholar
Project Summary:
Ask yourself, “Where do scholars and academics experience the most ubiquitous cognitive overload?”. Having experienced my fair share, I ruminated on this question for quite some time. Years of time, wondering why I felt overwhelmed and insufficient to do the “simple” tasks of a scholar. I was told, “Just read the most recent, the foundational, and all the reference papers for your research”. To which I would respond, “But what are these papers, specifically? How do I find them? I found them! Now, how do I read them all and extract the important information?”. My confusion continued into each of the main areas of graduate studies – Literature, Teaching, and Visualizations. Wishing there was some standard approach that could introduce me to these concepts, methods to manage each, and the specific tools available that could relieve my desperate need to survive, and potentially thrive, in academia. I sought advice from my colleagues and mentors. Finally, I found a systematic approach to each. But empathy drove to sharing what I found with anyone who would listen. And so, I created “The Modern, Practical Scholar”. A multi-session curriculum that eliminates choice paralysis by guiding students to the best free, open-source, community-driven software within these categories. Through hands-on instruction I provide tractable workflows to assist scholars of all career stages in literature discovery, management, reading, and curation for their specific sub-domains in science. This work is an accessible, expanding, perpetual, and continuously updating workshop series focused on training scholars of all career stages in applied technology to streamline and improve their overall scholarship techniques. The outcome is a flexible, customizable framework that provides the end-user with the foundational knowledge management that is missing in early graduate education.
Sabrina Mederos, Animal Behavior, PhD Candidate
Identifying and Advocating for the Expansion of Resources for Commuter Students at UCD
Project Summary:
As a commuter student myself, I’ve experienced firsthand how commuting can create barriers to accessing resources, feeling connected, and succeeding academically. I chose this project to address the unique needs of commuter students at UC Davis (those who travel regularly from outside the city to campus) by creating a resource that is practical, affirming, and informed by real student experiences. To create a truly helpful guide, I gathered data from the 2023–2024 UC Davis Campus Travel Survey, conducted outreach to various student organizations and departments, spoke directly with commuter students, and collaborated with UC Davis Transportation and Parking Services (TAPS) to understand what programs currently exist and what has been lost (e.g., the GoClub). I designed a tri-fold commuter resource pamphlet using UC Davis’ colors and branding, which I plan to distribute to organizations across campus, including the Transfer and Reentry Center, Graduate Student Association, and more. The pamphlet is just the beginning. I envision this project growing into an annual, updated guide informed by continued commuter student feedback. I’d also like to advocate for the revival or redesign of TAPS programs that previously supported commuting. My ultimate goal is to reduce the daily stress of commuting and help students feel more connected, seen, and supported.
Emmanuel Momoh, Geography, PhD Candidate
Cultivating Cultural Connectedness and Food Sovereignty Among International Student
Project Summary:
When international students from low and middle-income countries relocate to high-income ones, they experience an abrupt shift in their food and sociocultural environment. This shift entails a notable transition from a more traditional, locally-based food environment to one that is modern and industrialized (Terragni e t al., 2014; Ibe-Lamberts, 2016; Paxton et al., 2016; Akingbule et al., 2021; Osei- Kwasi et al., 2023). As a result, international students often face difficulties in accessing culturally appropriate foods. The inability to eat familiar food impacts diet-related health and disrupts socio- emotional and cultural systems (Smith & Franzen-Castle, 2012; Okafor et al., 2014; Almohanna et al., 2015; Wu & Smith, 2016; Agyemang & van den Born, 2019). This is because food is cultural, and food culture forms a vital part of people’s identity, heritage, and how they maintain their health and sense of food security. Preliminary findings from UC Davis suggest that 81.8% of student respondents (n= 33) perceive access to cultural food from their home country as important to their food security and well-being. Despite the well-established importance of cultural food in maintaining food security, most food security initiatives and research simultaneously focus on access to healthy/nutritious food, ignoring the cultural perspectives of food security. Besides food, there is also a deviation from the more tight-knit, interpersonal communities that international students are accustomed to. So, they often lack a sense of belonging in their new environment, resulting in feelings of isolation and impacting their overall well-being.
Diego Placido, Psychology, PhD Candidate
Investing in scholars to become arbiters of their careers and to reshape the academic climate to serve their collective needs
Project Summary:
There are two types of problems that graduate students and aspiring graduate students face that need to be addressed immediately. The first problem is that of inequity in training of technical skills, such as manuscript preparation, statistical analyses applications, and grant writing. While most programs provide instructional courses to expose students to basic concepts relevant to their field through pedagogy, the support is short for efficient and individualized training of technical skills that are essential for students to excel in graduate programs and beyond. Individuals from historically minoritized groups are particularly at a disadvantage as access to the support and resources to develop such skills has typically been untenable for them. The hidden curriculum of academia starts well before entering university and many minoritized people expend an overwhelming amount of effort to catch up with their peers that have not had to experience similar barriers. The second issue is that of financial inequity that has negatively affected minoritized individuals in their career trajectories. Securing funding mechanisms from any funding agency is extremely competitive. The actual process of applying for such mechanisms is even more daunting and challenging. Not all graduate programs guarantee funding, and within those that do (e.g., through teaching assistantships), disproportionate consequences may arise by inadvertently imposing further burdens on minoritized individuals that are already exerting an immeasurable amount of effort to keep up with their more privileged peers after being neglected for so long.
Ste Traxler, Nutritional Biology, PhD Candidate
Science is Queer: A Cross-Disciplinary STEM Symposium for the LGBTQIA+ Community Symposium
Project Summary:
Science is Queer was a 1-day research symposium for graduate student and postdoctoral researchers who identify as members of the LGBTQIA+ Community. I chose to restrict the focus of the symposium to STEM disciplines due to the disproportionate underrepresentation of queer individuals within those disciplines. I also chose to restrict participation to graduate students and postdocs due to the very limited university resources these student populations have to build community. Community is absolutely vital to successfully navigate graduate school, a time that is often one of the most stressful periods of any academic’s life. However, even when universities have excellent support structures and LGBTQIA+ resource centers, the vast majority of university resources are typically focused on undergraduate students.
Science is Queer was designed to address these challenges by providing a platform to celebrate the works of queer researchers, along with visibility and representation for community building. Final attendance was 58 attendees and 28 presentations: 1 keynote oral presentation by Dr. Sam Diaz-Munos, 6 oral presentations from graduate students, and 21 poster presentations. Multiple presenters commented that they had never felt so comfortable or presented to such an engaged audience. Presenters stated that they felt very supported and excited to know that all the other scientists presenting around them were members of the queer community. The symposium ran on April 25th, from 9:30 am to 4:00 pm, in the Walker Hall Gibeling Conference Room and was supported by donations from PFTF, the LGBTQIA+ Resource Center and crowdfunding to provide refreshments. Multiple organizations set up tables in the West Conference Room to provide resources for grad students, including Grad Diversity, OSTEM, The Sacramento Area Science Project, and the LGBTQIA+ Resource Center. There has been considerable momentum in the wake of this symposium, including many calls to make it even bigger next year. We have also been in conversation with the LGBTQIA+ Resource Center about their plans to support UC Davis grad students in creating a LGBTQIA+ grad organization. We are working to find a home for the symposium for the future, so this is not a one-off event, but just the foundation for increased visibility and connection for the queer grad and postdoc community
Angel Trazo, Cultural Studies, PhD Candidate
Kasamas at UC Davis & Demystifying Graduate School from a Filipino American Perspective
Project Summary:
This year, I created Kasamas at UC Davis, a registered student organization that serves as a supportive space for Fil Am graduate students and postdoctoral scholars. We welcome scholars from across disciplines and programs. We hope that through fostering a Fil Am community on campus, we can aid in the retention and recruitment of Fil Ams in academia. Our main event, Demystifying Graduate School from a Fil Am Perspective took place on April 30th, 2025 from 5-7 p.m. in the Gibeling Room. Our event featured a panel (1 hour) of Filipino American graduate students speaking about their experiences in graduate school targeted to Fil Am undergraduate students who are considering careers in academia. Our 4 guest speakers (1 postdoc and 4 PhD students) had expertise in Cultural Studies, Urban Planning, Public Health, and Nutrition Science. We had 40 minutes of planned questions (how Fil Am identity shaped journey into grad school, how panelists found research interests) and used the remaining time for Q&A. For the latter half of the event (1 hour), attendees could network and connect over catered dinner from My Burma. Funding came from the stipend ($150) and New RSO funding from GSA ($750). We had 35 undergraduate and graduate student attendees. The majority identified as Filipino while a handful identified as Asian American more broadly. Through this event, we were able to facilitate a mentor-mentee network between Fil Am graduate students and undergraduates. Students actively connected and it was wonderful to see. We hope this will aid in the retention of Fil Am undergraduates and their recruitment into graduate school by helping them feel a sense of community and belonging to the UC Davis student body.
Team Projects
Neurodivergence in Academia Seminar Series: Supporting Students through Higher Education
Quimby Lee, Neuroscience, PhD Candidate
John Paulus, Neuroscience, PhD Candidate
Project Summary: Neurodivergent students remain underrepresented and underserved in graduate programs, often facing unique challenges related to stigma, masking, and lack of adequate support. As part of the Professors for the Future (PFTF) program, this project aimed to raise awareness of these challenges and highlight the support systems available to help neurodivergent students thrive in academia. We organized two public seminars that brought together students, faculty, and staff. The first seminar, "Neurodivergent Researchers Share Their Experiences," featured three graduate students and postdocs with neurodivergence who spoke candidly about navigating higher education. The second seminar, "Services and Resources Offered for Neurodivergent Undergraduate and Graduate Students," highlighted support available through the Student Disability Center, Counseling Services, and Accessible Assistive Technology. Both events encouraged open dialogue, normalized help-seeking, and emphasized the importance of mentorship, community, and informed counseling. Through these efforts, we hope to promote a more inclusive academic environment where neurodivergent students feel empowered to advocate for themselves and supported in their pursuit of success.
Thinking Big: How to use creative thinking to envision a research symposium
Rachel Moreno, Microbiology and Immunology, PhD Candidate
Eleanor Pressman, Animal Biology, PhD Candidate
Project Summary: This was a half-day mini symposium organized by me and El Pressman, another PFTF fellow. The symposium took place on May 2nd, 2025, from 1–5 PM in Walker Hall. There were two keynote sessions and three breakout sessions. The central topic for all the sessions was creativity and what it looks like in science, especially at the graduate level. Our first keynote was about design thinking in science, followed by three breakout sessions on different strategies that students can use to enhance creativity, the traits of a high-functioning multidisciplinary team, and how novices can uniquely contribute to scientific research. We ended the symposium with a faculty panel, featuring members from both academia and industry. Alongside the symposium, student and campus organizations tabled, providing attendees with opportunities to learn more about available resources. We had a moderate number of attendees participating for the entire duration of the event (20– 30 attendees), with others attending select sessions of interest. All attendees appeared engaged in each topic, and some successfully networked with the speakers.
Building Bridges for Academic Success: Strengthening the UC Davis First-Gen Community Across Academic Levels
Nicole Halmai, Genome Center, Postdoctoral Scholar
Nicole Weronika Korzeniecki, Animal Behavior, PhD Candidate
Erika Milagros Bueno, Entomology and Nematology, Postdoctoral Scholar
Project Summary: First-generation scholars face tangible challenges, such as imposter syndrome, a lack of belonging, and a lack of familiarity with university culture, which can become exacerbated by an isolating, academic environment. Despite 37% of UC Davis undergraduates being first generation college students (Fall 2024), support and programming through the First-Generation Initiative (FGI) has dwindled overtime. This is especially true for first-generation graduate students and postdoctoral scholars. To address these issues, our PFTF fellows project group collaborated with the FGI to host a First Gen Spring Forum. The primary goals of this forum were to provide resources, networking opportunities, and solicit feedback on what our UC Davis first-gen community wanted to see moving forward for the FGI. All first-gen faculty, postdocs, and graduate students were invited to participate in this forum, where we networked over lunch, heard and related to the experiences of our first-gen panel members, and brainstormed as a community about our challenges, sources of support, and next steps.
The First Gen Spring Forum was highly successful in fostering a sense of community. The majority of attendees were graduate students, followed by faculty, postdocs, and staff, all of whom gave the forum high ratings. Remarkably, 83% of participants reported feeling more connected to the first-gen community afterward. Attendees especially appreciated the brainstorming activities and opportunities to share their experiences. Many expressed that the forum helped them realize their feelings of insecurity and not fitting in were common among first-generation students, and that it highlighted a strong need for connection with other first- gen scholars and allies. From the community brainstorming session, we identified the hidden curriculum of academia as the greatest challenge for first-gen graduate students. For first-gen postdocs and staff, allyship, finances, and the hidden curriculum of academia were equally identified as challenges. Faculty identified allyship to be one of their greatest challenges. At the same time, graduate students felt the greatest support through their mentoring and ally networks. Postdoc and staff expressed feeling supported by financial and funding resources, while faculty experienced support through community building. Interestingly, faculty viewed institutional support as both a challenge and a method of support. Overwhelming for both faculty and graduate students, community building was identified as the most important priority for continuing to support the first-gen community. Postdocs and staff believed greater awareness and access to resources and support for navigating the hidden curriculum of academia were the most important issues to focus on for supporting the first-gen community at Davis. Moving forward, we plan to increase the visibility of all academic levels of the first-gen community. The feedback from this forum will inform future FGI programming that will allow for long-term support of the first-generation experience at UC Davis.
Chat with an Editor: De-mystifying Academic Journal Publishing
Elmira Louie, Comparative Literature, PhD Candidate
Laurinne Balstad, Environmental Science and Policy, Population Biology, PhD Candidate
Project Summary: The crux of my initiative was to tackle an aspect of the “hidden curriculum” that impacts graduate students and acts as a significant barrier to academic retention, progression, and success. The importance of publishing in peer-reviewed journals, particularly for students pursuing academic careers, is often emphasized in graduate programs without adequate explanation of how these journals operate. This lack of guidance creates stress and causes students to miss out on publication opportunities, which in turn makes them less competitive for postdoctoral and faculty positions. Navigating academic journals ineffectively takes valuable time away from their research and hinders their time to degree completion. My project included a structured approach to demystifying academic journals through a comprehensive workshop series, one focusing on Humanities and one centering on Biological Sciences. Each session included a panel of editors from prominent academic journals within the respective disciplines who spoke on a variety of topics including peer review, an editor’s role, special issues, selecting the right journal, and responding to feedback. This discussion was followed by an extensive audience Q&A where early career scholars chatted directly with editors and asked all the questions they had regarding the publication process. By facilitating meaningful discussions and interactions between participants and guest speakers, the workshops contributed to a culture of collaboration and academic excellence. Participants gained the skills and confidence needed to navigate academic publishing, thereby enhancing their prospects for success. After the workshops, my PFTF partner and I collaborated on creating infographic guides on Academic Journal Publishing and Writing a Book Review, as well as an FAQ list. These documents were based on the information the editors shared at the workshop events and are posted on Graduate Studies’ GradPathways website so as to ensure early career scholars can continue to have access to this pertinent information
Transitioning from a PUI to Graduate School
Charis Ramsing, Plant Pathology, PhD Candidate
Anna Vernier, Chemistry, PhD Candidate
Project Summary: Students at Primarily Undergraduate Institutions (PUIs) do not get the exposure to graduate school to which undergrads at R1s may have access. As such, undergraduates at PUIs who are interested in graduate education do not know what to expect from graduate school or how to apply to graduate programs. To mitigate this problem, Anna Vernier and I ran a five-week mentorship program for undergraduate students at Sacramento State. We hosted three meetings at Sacramento State covering what to expect from graduate school from day-to-day life to navigating graduate advisor relationships. To add a one-on-one component, we paired eight mentees with eight current UC Davis graduate students and required students to meet twice throughout the program. All mentees expressed gratitude for the program and thought the program was extremely worthwhile.
Publish or Parent? Navigating the Academic Family Building Process from Planning to Progeny
Diana Malarchik, Anthropology, PhD Candidate
Zarah Deutsch, Animal Biology, PhD Candidate
Project Summary: For many people attending higher education, the timeline of their degree often overlaps with their desire to start a family. This decision can affect parents in many different ways, often putting extra pressure on decisions regarding family planning while people are in academia. Women and pregnant people often face more parenthood related setbacks , which is reflected in the gender make-up of our university. To ease stress and reduce the burden of discovery for already busy students, we created a series of seminars to bring information and resources to graduate students. I created a multipart seminar series to help bring information and community to partners, parents, and families at UC Davis. Each seminar consisted of two experts in their field who would present on a topic and afterward hold a mini-panel session for questions. My seminar series focused on students who are already, or soon will be, parents.
We had two seminars: Legal Rights and Protections, and UCD Campus Resources. The seminar on Legal Rights and Protections for students focused on Title IX (Danésha Nichols, Director of Harassment & Discrimination Assistance and Prevention Program) and Leave benefits (Nicole Morril, Human Resources Analyst for Graduate Studies). The final seminar covered UCD specific resources and had presentations covering the Lactation Program and Child Grants (Sandy Batchelor, Worklife Manager) and Student Parent programs across campus (Dr. Marissa Weiss, Transfer Retention Specialist at Transfer and Reentry Center). Though our attendance was relatively low, our impact was high. One student stated, “I've been struggling in my first trimester of pregnancy and afraid to tell my professors for fear of judgement or discrimination. I've thought about dropping out. But now I know there is support on campus, so I will be using these resources soon…”. Even if we only helped this one future parent, our seminar was a success.