10th Anniversary of Grey Matters Journal at Vassar College: Faculty Profiles
Illustrations by Dylan Berman & Anna Bishop
Dr. Kathleen Susman, Ph.D
by Shawn Babitsky
Professor Susman’s journey into neuroscience wasn’t a straight line, but rather a winding path shaped by curiosity and circumstance. She began her journey at the College of William & Mary, with a strong interest in music as well as a fascination with animal physiology and endocrinology. She started out in chemistry, took a brief interest in psychology, and finally landed in biology. Her senior research project involved chemically separating compounds from mouse urine in an attempt to isolate pheromones that influence reproductive development. Susman thought, “maybe I’d discover the pheromone that triggers male development. Spoiler: I didn’t. But I did discover that tap water was stimulatory to reproductive development, which tells you something about how science always surprises you.” In graduate school at the University of Wisconsin–Madison, she rotated through a neuroscience lab and discovered her passion for neurobiology. But as much as she loved the research, there was something else calling to her: teaching. After her postdoc, Susman joined Vassar’s faculty and found that it was “the exact kind of environment I needed — collaborative, experimental, [and] student-focused.” While continuing her research in stroke neurochemistry, Professor Susman began to look at science through a more interdisciplinary lens and sought to bring science communication to Vassar. In her time here, she helped shape the neuroscience curriculum itself. She developed courses — like the (now) introductory neuroscience class required for all majors — that have become cornerstones of Vassar’s neuroscience program, and helped transform the Neuroscience & Behavior program from a small, siloed effort into a sprawling interdisciplinary initiative.
Around the same time, her research took a turn toward sensory neuroscience. She began working with a species of worm known as C. elegans to investigate how pesticide exposure affects mechanosensory neurons. Her lab began to show that common environmental chemicals can interfere with neuronal signaling — a finding with implications far beyond nematodes [1]. A pivotal collaboration with Professor Janet Gray deepened her interest in environmental science. Together, they launched a student-faculty journal club focused on endocrine disruptors and their effects on health “because we just wanted to learn more,” Susman says. “But it became this really powerful interdisciplinary space. We had students from all different majors — neuroscience, environmental studies, political science — all bringing different questions to the table.” That marked the beginning of Susman’s transformation from research scientist to science communicator and activist.
She began working with local and state legislators, advocating for stricter regulations on environmental toxins and better public access to scientific information. “I realized I could leverage my scientific knowledge in places where it actually matters — where it can make a difference,” she says. Professor Susman utilized her knowledge of pesticides and partnered with the Natural Resources Defense Council (NRDC) in support of the Birds and Bees Protection Act, which was a groundbreaking New York State bill that bans the use of neonicotinoid pesticides that have been shown to harm pollinators and disrupt ecosystems. At the local level, Susman serves on the Environmental Management Council for the Dutchess County Legislature, where she’s taken on a lead role in addressing local environmental health threats. She’s especially passionate about raising awareness around PFAS, a group of man-made “forever chemicals” that have been found all over the world, including along the Hudson. And while navigating the legal and bureaucratic language of county reports, she brings the same urgency and accessibility to her writing as she does to teaching. “My goal is always to connect the dots,” she says. “To make the science readable and real. Because if you can’t explain to your neighbor why PFAS in the water is a problem, how can you expect them to care? Or vote?”
One of the biggest barriers to effective science communication, Susman believes, is the language of science itself: “The jargon we use in science can be alienating. It’s not that scientists are intentionally being elitist; it’s that the language can create a real disconnect between us and the public.” She points out that many students come to college with an aversion to science because they’ve been taught to believe it’s inaccessible or too difficult. “I’ve had students proudly tell me they’ve never even been in a science building during their time here. That’s a huge problem,” Susman says, shaking her head. “Science education shouldn’t just be about technical knowledge. It should be about making science something people can engage with, no matter their background,” she explains. In fact, she’s been pushing for years to teach a course that would blend science with literature. “I’ve been trying to get approval to teach a class called Biology in Translation for 15 years,” she laughs. “It would explore how figures like Thoreau used their understanding of nature and science in ways that made them meaningful to the public. I want students to understand that science isn’t just something we do in labs; it’s something that’s deeply connected to how we live our lives.” Ultimately, Professor Susman’s vision is clear: she wants to see a future where science is no longer something reserved for experts but something that belongs to everyone. “It’s not just for the privileged few; it’s for everyone.” As our conversation winds down, it’s evident that Susman’s work, both in the classroom and beyond, is driven by a deep commitment to making science something that everyone can engage with and understand. “Change doesn’t happen overnight,” she reflects. “But we’re starting to see some real momentum. Every small step forward is part of a much bigger movement.” And for Professor Susman, that’s enough to keep pushing forward.
Dr. Hadley Bergstrom, Ph.D
by Kyle Benson
Growing up in a geodesic dome in the rural farming community of Klamath Falls, Oregon, Professor Hadley Bergstrom’s early experiences with rugged surroundings sparked his fascination with how humans and animals interact with their environment. Long before he began decoding neural circuits of fear and memory, Professor Bergstrom spent his college summers fighting forest fires, pouring concrete foundations, and bagging ice for county fairs and convenience stores. Despite being drawn to cognitive processes and their neurobiological mechanisms during his undergraduate years at the University of Oregon, Professor Bergstrom was unaware of prestigious summer research positions — opportunities that today’s students often seek as stepping stones into academia. After spending a year abroad in Prague following his bachelor’s degree in psychology, Professor Bergstrom returned to the U.S. and settled in Portland, Oregon, where he began working as a research technician in a behavioral genetics lab at Oregon Health Science University studying addiction. Professor Bergstrom pursued his MA and PhD at George Mason University, where he investigated the impact of alcohol and nicotine on the brain. During this time, Professor Bergstrom began to understand addiction as a disorder of basic learning and memory processes, and would later dedicate his neuroscience career to understanding the neural mechanisms of learning and memory, with an emphasis on the profound impact of emotional processes on every aspect of memory, including formation, storage, and remembering.
After earning his PhD, Professor Bergstrom’s fascination with how emotion influences learning and memory led him to the Walter Reed National Military Medical Center in Washington, DC. During his post-doctoral fellowship at Walter Reed, he worked on mapping the topography of functionally active neurons associated with learning [1, 2, 3]. These pioneering preclinical experiments addressed novel questions surrounding the impact of trauma on learning and memory, such as Post-Traumatic Stress Disorder (PTSD). During this training stage, Dr Bergstrom also explored the use of paramagnetic contrast agents to improve high-resolution magnetic resonance imaging (MRI) scans [4]. He then transitioned to his second postdoctoral position at the National Institutes of Health (NIH) in the lab of Dr. Andrew Holmes, where he expanded his methodological toolkit by working with cutting-edge technologies such as optogenetics, voltammetry, and advanced imaging techniques. At the NIH, Bergstrom investigated the roles of the basal ganglia and prefrontal cortex in visual discrimination tasks in mice using touchscreen-based systems [5]. This research employed advanced techniques to manipulate and monitor brain activity during cognitive tasks, further shaping his interest in how neural systems regulate learning and decision-making — particularly concerning stress and addiction. Since joining Vassar College in 2015, Professor Bergstrom’s research has focused on how the brain utilizes past experiences to guide behavior in uncertain situations, especially through a psychological process known as stimulus generalization. Using chemogenetics and activity-dependent tagging, his team recently identified a population of neurons — an engram — in the infralimbic prefrontal cortex whose activity suppresses generalized fear responses [6]. Their findings provide new insights into how the brain distinguishes between real, ambiguous, and no threat, with significant implications for understanding anxiety and PTSD.
Professor Bergstrom has developed a passion for making complex neuroscience topics more accessible to students. He believes that while neuroscience can often seem overwhelming due to its intricate nature, breaking down complicated ideas into understandable concepts is essential for fostering curiosity and comprehension. In his research methods in physiological psychology course, Professor Bergstrom exposes students to issues related to the ethics, design, measurement, analysis, and reporting of research and laboratory topics. Implementing his approach to presenting results in his many research studies, Professor Bergstrom emphasizes the importance of making results and figures understandable to any reader, whether or not they have a background in the topic. As Professor Bergstrom is dedicated to fostering interest and engagement in neuroscience among the next generation of scientists and researchers, he seeks to organize a neuroscience conference at Vassar, bringing together Neuroscience & Behavior professors from liberal arts colleges nationwide to enhance the overall Neuroscience & Behavior program.
Dr. Zachary Cofran, Ph.D
by Kate Billow
Neuroscientific research is happening all over campus, even where you wouldn’t expect it. Tucked away in the anthropology department, in the basement of Blodgett, is where Professor Zachary Cofran studies the fossil record in the exploration of human evolution. Specifically, he looks at endocasts — fossilized fragments of the internal surface of the skull which can contain impressions left by the brain — to hypothesize about the evolution of the brain as well as growth and development in ancient hominin species. His office is covered in images of brains, fossils, and 3-D prints of the bony labyrinth, the cavity containing your inner ear organs. At one point during our interview, he hands me a tiny 3-D printed scapula, the bone that connects the upper arm bone to the collarbone, from an extinct hominin called Homo naledi. I turn the fragment between my fingers, unsure how this tiny, nondescript bone could reveal much about human evolution. As it turns out, it is these tiny fragments and a handful of well-preserved fossils that tell us nearly everything we know about human evolution. Unfortunately, soft tissue like the brain doesn’t fossilize. So when reconstructing our evolutionary divergence from our closest living relatives, the great apes, we must rely on these seemingly insignificant bits of bone to learn about the origins of the profound functional differences (and surprising similarities) between modern humans and great apes. Professor Cofran explains, “The big challenge in our field, really, is we have this fragmentary evidence for what life was like, what animals were like, what humans were like in the past. And it will tell us something about how we got here as a species, but it is very hard to actually extract that information. So what we really do in the field is use the fossils as a basis for addressing these questions in living animals.”
Originally, Professor Cofran had thought he would pursue Greek and Roman studies when he took an anthropology class during undergrad at Loyola University Chicago. His first anthropology class sparked his interest in the intersection between culture, language, archaeology, and biology, specifically: “how we got here.” He explains, “we are unique in how just utterly bananas we go about doing things. And that’s where the evolutionary stuff comes in. Like, how on Earth did we get here?” Over the course of his career, including nine years at Vassar, he has sought and studied fossils from across the globe — Kazakhstan, South Africa, and Croatia — and studied specimens from many species, including Homo naledi, Australopithecus, Neanderthals, Homo erectus, and modern gibbons. Gibbons are a diverse type of ape living in southeast Asia and can serve as a valuable comparative model when looking at the evolution and diversity of hominin brains in the fossil record: “The big question is, does this [anatomical diversity] relate to the underlying brain itself and what it's doing and how it's impacting how these animals interact with their environments? Is there a brain difference that we can see in the fossil record that can tell us something about the emergence of culture or intelligence?”
We talk about how neuroscience, anthropology, and archaeology are all intertwined in a desire to understand ourselves, our species. Again, fundamentally, “how we got here.” How did we get from great apes to Neuralink? He elaborates, “it’s a cool puzzle, and the fossils are just kind of a way to start asking these questions, I think.” I’m in Professor Cofran’s anthropology seminar this semester, Is the Human Brain Special? We delve into this question, and discuss how interdisciplinary work in anthropology and neuroscience, such as his, can help to address this fundamental question: “Human diversity is so low in terms of like the actual inherited genetics, even compared to other animals. But when you look at the fossil record, wow, you've got a bunch of very different kinds of humans running around, probably interacting with one another for literally millions of years up until probably about 40,000 years ago. And so at the very least we can say, look, we're not that different.” He points to his computer screen, swinging it around so I can see his wallpaper, a fragment of a Homo naledi skull whose brain and inner ear he’s studying. “That was very different.”
Dr. Lori Newman, Ph.D
by Evelynn Bagade
Dr. Lori Newman is on the lookout for novel connections and alternative explanations. Throughout her career as a neuroscientist, Dr. Newman has sought to understand the function of astrocytes — the unique star-shaped cells of the nervous system — and their influence on brain health and disease. By remaining open to new hypotheses about the role of these cells, she has not only succeeded in furthering our understanding of astrocytes’ key role in metabolism, but has also inspired her students to stay curious and keep asking questions. Dr. Newman’s own interest in science began at a young age. As a high school student, she originally wanted to pursue a career as a marine biologist and began working on a project focused on dinoflagellates, a type of plankton that form symbiotic relationships with coral. After high school, Dr. Newman left her hometown in upstate New York to attend The College of William and Mary in Williamsburg, Virginia. Dr. Newman unlocked “a whole new world” of complexities when she took a physiological psychology class and committed to studying neuroscience. In pursuit of gaining hands-on experience, she began working as a research assistant in a lab at William and Mary that focused on investigating the role of the intralaminar nuclei of the thalamus in sleep-wake cycles and attention in rats. Dr. Newman then matriculated into a combined MA/PhD program at the University of New Hampshire, where she studied neuromodulatory systems and proposed a behavioral test that could be used to study cognition in rats for her thesis.
It was not until she began a postdoctoral position at the University of Illinois Urbana-Champaign, that Dr. Newman began to narrow her focus on astrocyte cells. At this point in time, it was generally understood that astrocytes were a type of glial cell — cells that play a role in supporting neurons — but the specifics of how the astrocytes carry out their supportive functions were not well researched [1]. In Dr. Newman’s opinion, if the astrocytes were present in the nervous system, they must serve a specific purpose, and she ultimately decided to study how astrocytes could potentially work as “shuttles” that provide other brain cells with the materials they need to function. Dr. Newman explains that astrocytes are exciting to study because they aid in maintaining the brain’s connection to the rest of the body and make neurons ready to do their work. While neurons send and receive chemical messages, astrocytes “listen” to the neurons and deliver essential nutrients, such as glucose and oxygen, from the blood to the neurons when necessary [2]. Without the support of astrocytes, neurons would not be able to receive the energy and nutrients required to function [3]. Given that one of their primary roles is to help neurons, astrocytes are thought to be crucial in the first line of defense against injuries [1]. Furthermore, glia are thought to play a role in neurodegenerative diseases if they become dysfunctional, making these cells important to research [4]. Out of the many purposes that astrocytes serve, Dr. Newman is ultimately interested in determining how astrocytes support cognition.
In her current role as a professor and researcher at Vassar College, Dr. Newman investigates astrocytes in rats while training undergraduate students in her lab. The Newman Lab is currently working on multiple projects; for example, one project is investigating the effects of the ketogenic diet on astrocyte function, and another is focused on how astrocytes could play a role in sustained attention. Within the lab, Dr. Newman encourages her research students to not only learn the important benchwork and analysis skills, but also to think critically and have the “tenacity to question.” Dr. Newman views research as a continuous process, as scientific inquiry does not stop after just one question is answered. Rather, she believes it is important to keep asking questions and be open to considering alternative answers. Thinking back to her own time spent working as an undergraduate research assistant at William and Mary, Dr. Newman says that being able to ask questions, grow from her mistakes, and learn from graduate student mentors was a formative experience; in fact, she continues to collaborate with some of her college labmates to this day. By encouraging underclassman lab members to shadow upperclass students , her students can get involved in the lab community and prepare to mentor other labmates themselves in the future. Going forward, Dr. Newman holds the same hopes for both her students and the neuroscientific field as a whole: that research will continue to become interdisciplinary and collaborative, and become more inclusive of novel perspectives.
Dr. John Long, Ph.D
by Julia Fallon
Dr. John Long has been a Vassar faculty member since 1991 as a professor in the Cognitive Science, Biology, and Neuroscience and Behavior departments. Ever since he was young, Dr. Long was interested in being underwater: he swam a mile to graduate high school in Michigan, consistently watched Jacques-Yves Cousteau and his self-contained underwater breathing apparatus (SCUBA) on television, and ended up at the United States Coast Guard Academy. Dr. Long often says, “I love fish and I am a fish,” as he has found his passions in the intersection between the ocean and biology. Dr. Long attended the College of the Atlantic on a little island off the coast of Maine, and proceeded to earn his PhD in biomechanics from Duke University. During his graduate studies, Dr. Long recognized his interest in connecting two key parts of science: behavior and biological systems. Dr. Long’s research interests emerged from bridging the gap between musculoskeletal biomechanics and behavior through the lens of neuroscience.
At Vassar, Dr. Long has spent much time researching skates — a flat, pancake-type of cartilaginous fish related to a manta ray. Cartilaginous fishes, like rays and sharks, have evolved to be boneless [1]. Currently, a team of undergraduate students observes the skate embryo and studies its behavior and energetics as it spends close to a year inside its egg capsule with only three grams of nourishment. Dr. Long’s research attempts to answer how three grams of nourishment can be enough to live and grow for 9-12 months. Another group of researchers in Dr. Long’s lab is exploring how anthropogenic noise, such as boat noise, may stress embryos by causing them to freeze and potentially disrupt their vital functions. Dr. Long’s research ties into broader questions about the evolution of bone loss in cartilaginous fishes, which offers insights into vertebrate evolution and the ecological factors that shape these creatures. Dr. Long emphasizes the importance of curiosity-driven research in fields that may not have immediate or obvious benefits for humans. In his experience, it's often the projects with no clear benefits that have the most rewarding outcomes.
When translating his research into a simpler explanation for a more general audience, Dr. Long likes to find a bridge through which he can connect difficult scientific subjects to general knowledge. For example, when Dr. Long presents his research on skates, he compares them to manta rays to help people understand the type of fish that he is studying. One of the biggest barriers to understanding neuroscience, according to Dr. Long, is when you get into any sort of information that requires foundational work. He finds that when a student expresses dislike of a subject or says they aren’t good at it, it's often due to a negative experience with the subject — like not meshing with a teacher — rather than a lack of ability. For students who feel this way, Dr. Long encourages them to give themselves room to explore interests and paths without being afraid of making a mistake. Science is supposed to be collaborative and exciting, and also requires trial and error to find something you are passionate about.
Dr. Bojana Zupan, Ph.D
by Eve Andersen
Professor Bojana Zupan’s journey into the world of neuroscience began with a simple but profound curiosity: how does the brain shape behavior? She decided to only apply to colleges which offered a major in biopsychology, which was what the study of neuroscience was frequently called at the time. At Barnard College, she became intent on “learning why animals do the things they do,” which informed her initial focus on animal learning and behavior. However, a research methods class in physiological psychology in her junior year exposed her to the world of brain circuit manipulation. She learned to perform stereotaxic surgery on rats to manipulate specific brain regions to elucidate their impact on animals’ behavior. Professor Zupan became fascinated with a molecular and systems approach to neuroscience rather than just behavior itself. She was amazed at how much more could be discovered when you are able to “tinker under the hood” of the brain. This led her to pursue a PhD at the Weill Cornell Graduate School of Medical Sciences, where she researched the genetic and environmental impacts of maternal mutations on offspring behavior.
After completing her PhD and spending an additional year at Weill Cornell as a postdoctoral research fellow. Then, Dr. Zupan left academia to pursue a related passion, explaining science to a broad audience. Professor Zupan went to work as the Assistant Medical Editor at ABC News where she helped research and write content for health and science-related stories for the Network and its affiliate stations across the US. However, after a year, Professor Zupan’s undergraduate advisor encouraged her to revisit academia at a liberal arts college where she would get an opportunity to teach undergraduates while still performing the research she loved. Professor Zupan left ABC News to take a year-long position as a Visiting Assistant Professor at Bowdoin College. Although initially unsure if she would enjoy teaching undergraduates, Professor Zupan found the experience deeply rewarding. She loved seeing her students become excited about the same ideas she had also been fascinated with since she was a teenager. Teaching also allowed Professor Zupan to guide students through a research methods class similar to the one in her undergraduate years that exposed her to the world of circuit manipulation and informed her research career.
After her year at Bowdoin, Professor Zupan landed a tenure-track position at Vassar College where she has since remained. At Vassar, Professor Zupan runs an active research lab that investigates the relationship between reward circuitry and social behavior in mice. Mice, like humans, continue to engage in social behaviors if the experience is rewarding [1]. Reward informs motivation. For example, if an experience is rewarding to an animal, that animal will be motivated to pursue that experience in the future. Reward, and therefore motivation, is thought to be encoded by dopamine neurons in the brain [1]. Currently, Professor Zupan is examining how the activity of dopamine neurons in the ventral tegmental area — an origination point for many dopamine neurons — is affected when a mouse has social interactions. Her lab is able to record the activity of these neurons in the brain while observing the natural behavior of mice.
Dopamine, reward, and motivation are thought to be dysregulated in certain neurodevelopmental disorders like Autism Spectrum Disorders (ASD) [1]. People with ASD show deficits in social communication and social interaction, which may be due to the dysregulation of social reward networks [1]. Therefore, Professor Zupan’s lab is specifically looking at the activity of dopamine neurons in a mouse model that lacks the FRM1 gene, which in humans is a common site for mutations associated with ASD [2]. Similarly to people with ASD, the mouse model also displays some social deficits in behavior [2]. Professor Zupan’s research seeks to establish whether the activity of dopamine neurons in the VTA contributes to observed differences in sociability. Her research has the potential to inform the understanding of the mechanisms behind social deficits seen in disorders like ASD and more broadly improve understanding of social behavior.
Reference List
Dr. Kathleen Susman, Ph.D
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Dr. Hadley Bergstrom, Ph.D
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Bergstrom, H. C., McDonald, C. G., Dey, S., Fernandez, G. M., & Johnson, L. R. (2013). Neurons activated during fear memory consolidation and reconsolidation are mapped to a common and new topography in the lateral amygdala. Brain Topography, 26(3), 468–478. doi:10.1007/s10548-012-0266-6
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Dr. Lori Newman, Ph.D
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Dr. John Long, Ph.D
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Dr. Bojana Zupan, Ph.D
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