Palau Seminar Essays (Divya’s Sample Essays)
1. Why do you want to participate in this seminar?
On campus, I work in a chemistry lab on a project that is primarily academic in nature. However, I have always wanted a chance to also use chemistry as a tool to solve problems that are more interdisciplinary than my current research question.
From attending the information session where I heard Professor Dunbar talk about the biogeochemical aspects of previous students’ research projects, I realized that this seminar is the perfect opportunity for me to apply my chemistry knowledge in an interdisciplinary manner to solve questions of practical importance, such as coral reef conservation. I am especially excited by the prospect of conducting field research, which will complement my laboratory experience and provide me with new insight into the motivations that drive academic research.
My favorite topics during general inorganic chemistry classes at Stanford were acid/base equilibria and carbonate chemistry. In Bio 43, I was fascinated by the magnitude of the cascading effects that small alterations in trophic levels can have on the ecosystem as a whole. As such, I would like to combine these two topics in a research project dealing with the effects of ocean acidification on primary producers in Palauan coral reef systems. This seminar will allow me to explore the interconnectedness of chemistry and biology through hands-on exploration of coral reefs, a unique experience that I would not get in a laboratory setting.
In addition to field research, I am excited to meet with NGO’s and President Remengesau to discuss coral reef conservation initiatives. At Stanford my curricula is primarily science-based, and most of my time is spent understanding data presented in scientific articles. However, these meetings during the seminar will allow me to step beyond the science world and understand how scientific data becomes incorporated into government decisions. This is a unique opportunity for me to see how science and government work together.
2. How will this seminar build on your education to date as well as contribute to your overall undergraduate education when you return to campus?
While my classes at Stanford so far have given me a strong foundation in both biology and chemistry, most of them have focused on specific aspects of these fields separately. For example, during my fall quarter of sophomore year I was taking Chem 35 and Bio 41 together. I saw many connections between the two classes, especially since the second half of Bio 41 was about amino acid chemistry, but was not able to truly think about or expand upon these connections since I was focused on mastering the basic concepts of each class separately.
I believe I have reached the point in my academic career at Stanford where I should more seriously consider the connections that can be drawn between concepts learned in my various science classes. Through field research at Palau, I can build on my Stanford education by seeing how biology and chemistry can be applied in conjunction with other fields, such as earth systems, to solve problems that make headlines almost daily.
This seminar will also build on my current research experience by giving me the chance to work with students in fields other than chemistry. Currently, I exchange ideas with members
in my lab who are all organic chemists. Working with students majoring in different subjects from mechanical engineering to earth systems will make me a better researcher. First, it will sharpen my communication skills as I learn how to effectively convey my ideas to peers who may have different backgrounds and skill sets. Second, it will allow me to learn more about fields other than chemistry, thereby shaping me into a more well-rounded researcher. Third, and most importantly, these interactions will teach me how to approach research questions from different perspectives that I may have not considered on my own.
As I mentioned earlier, I am also excited to learn about how science and government work together to shape Palauan conservation policies. After the seminar, I hope to return to Stanford with a stronger motivation to take more classes in the humanities, specifically in areas such as political science and international relations. This would add a new dimension to my overall undergraduate experience at Stanford as I gain a more holistic understanding of the interconnectedness between science and the humanities.
3. What have you done/what will you do to prepare for this course?
I would say that I am very well prepared for the swimming and snorkeling aspects of this seminar. I am a proficient swimmer and have snorkeled at least five times in places including Oahu, Costa Rica, and La Jolla. I love to be in the water and am quite adventurous when it comes to exploring wildlife in the ocean, having snorkeled for three or more hours at one time. I have also kayaked a few times in conjunction with snorkeling.
In terms of research experience, I have conducted biology research in high school through programs such as the Research Science Institute at M.I.T. I also worked in a stem cell lab at the medical school on campus my freshman year and am currently working in the Trost lab in the chemistry department. From my research experience, I have learned how to read scientific articles, interpret figures and data, and design my own investigation questions from the papers I read. Though I am still developing proficiency in these skills, I believe my current level of proficiency makes me well prepared to tackle a research project in this seminar.
Although I have read some earth science textbooks and have taken A.P. Environmental Science in high school, I would still consider myself a novice when it comes to earth systems and environmental studies. So, to better prepare myself for this course, I will collect more background knowledge about the ecology of coral reef systems through Internet and library research.
After gaining a better understanding of this topic, I will then read scientific articles about current issues in coral reef systems to get a better idea of possible research questions to explore on the seminar. I also plan on reading about the political system of Palau and about President Remengesau’s current conservation initiatives so that I will be able to engage better with the topics brought up during the seminar’s meetings with Palauan government officials.
4. What non-academic challenges might you confront and how will you address them?
I tend to set very high goals for myself in what I expect to accomplish while doing research in lab on campus. Sometimes I feel disappointed or discouraged when I do not stick to my schedule or when experiments do not yield conclusive results.
I can see my ambition carrying over into the research project during the seminar.
While my ambition will no doubt be one of the main driving forces for my inquiry, it may also bring about frustration at times. This is the challenge that I expect to confront while at Palau.
However, I plan on addressing this challenge in multiple ways. First, I will do plenty of research beforehand in order to narrow down my topic of interest to a size that is feasible for the timespan of the seminar. This will allow me to focus on a specific area of inquiry without being stretched out in too many directions. Next, I will make sure to talk to my team members openly about any concerns that may arise during the seminar. Specifically, debriefing about our research experiences at the end of each day and planning ahead for the next day will help reduce any feelings of frustration we may feel while doing research. Finally, I plan on keeping a journal where I will write about my progress and reflect about each day’s work. Introspection always helps me unwind after a long day in lab.
Overall, I am very excited to do research on this seminar and I don’t anticipate too many challenges while in Palau. This is the one main challenge I could think of, but I believe the strategies I have presented above will help me overcome it.
Additional Questions:
1. Please describe your personal experience with or relation to the ocean and/or coral reefs.
When I was in elementary school, I was extremely shy and introverted. During family vacations to North Carolina, I would stick to myself and build sand castles on the shore while all my cousins would play out in the water. In fact, the first time my uncle piggybacked me out into the waves, I was absolutely terrified. I was convinced that I was going to die.
However, as I became older, I grew increasingly fond of visiting the beach. The ocean was my playhouse where I could break out of my shell and play the role of the adventurer. My first influential experience was during my trip to Hawaii in fourth grade when I snorkeled among the beautiful coral reefs of Hanauma Bay. It was my first time snorkeling, and at first I was anxious as I struggled to put on my gear and maneuver without stepping on the reefs. However, after about thirty minutes, I was engrossed in the majestic view of the wildlife around me. I even identified the Hawaiian state fish, known to be one of the more elusive creatures in the reefs! During those three hours snorkeling, I felt a spiritual connection with the ocean for the first time in my life.
Since my trip to Hawaii, all my vacations have revolved around ocean activities. In seventh grade, I went to La Jolla where I kayaked and snorkeled, looking for tiger sharks. I still remember everyone on the shore telling me to give up on finding them. Yet, I was relentless, battling through the waves for at least two hours until I could catch a glimpse of one. Even though the water was murky and I could barely make out its figure, the mere sight of the shark fascinated me. Moments like these bring out the adventurous, risk-taking side in me. After my senior year, I went to Tamarindo, Costa Rica where I kayaked and saw a sea turtle wading about ten feet from me. I also dived and got to observe puffer fish and sea stars up close in the coral reefs.
Even though the ocean brings out my inner extrovert, it still facilitates my introverted nature. When I am not inside the ocean snorkeling or looking for sea creatures, I enjoy sitting on the shore and looking out into the horizon. It is the one experience that truly makes me feel introspective. In fact, one of the main reasons I went to school in California was to be close to the ocean. I can sit outside and watch the waves crashing for hours without getting bored.
The ocean makes me feel connected with myself as it allows me to merge both the extroverted and introverted aspects of my nature. In all other settings, I feel like I have to pick either one or the other, which prevents me from truly being myself. The ocean is the one place where I can completely express my personality and for this reason, I have always had a special connection with the ocean.
2. Briefly tell us about any research experiences you have had either in a group or as an individual. What did you learn about yourself from conducting research?
I started working on a Ruthenium catalysis project in the Trost lab during winter quarter of my sophomore year. The main goal of my project is to explore the range of substrates that selectively undergo asymmetric allylic alkylation reactions in the presence of a Ruthenium-based catalyst previously developed in our lab.
I learned a lot about myself as a researcher last summer when I was working on this project. During the first half of the summer, I was mainly testing a wide variety of substrates to see which worked well with the catalyst. Finding that most of the substrates reacted rather poorly, I became discouraged. At times it was hard to find the motivation to set up reactions when I was expecting them to fail.
In the middle of the summer, there was a period of two weeks where my mentor was gone on vacation. During that time, he gave me complete independence and asked me to perform my own experiments and schedule my own days. Although I was apprehensive at first, those two weeks completely recharged my motivation and showed me how perseverant and hardworking I can be. Everyday, I came in with a solid plan for the day. I learned how to multitask and work efficiently, setting up at least three reactions every day and purifying another three. I worked ten hours a day and continued to analyze data and brainstorm ideas when I went home. I tested at least ten substrates during that timespan, more than I had tested all summer. In fact, during those two weeks I found a substrate that reacted with >99% selectivity. I was able to present this finding to my mentor and PI and am currently looking into it in more detail. I plan to publish my findings in the next few months.
Last summer helped me learn how to take disappointment and turn it into a source of inspiration. I believe this is the most important skill that a researcher can have. During the two weeks while my mentor was away, I picked myself up and stopped pitying myself for all my failed experiments. Instead, I used these failures to give me more motivation to continue searching and working hard. If it were not for my perseverance, I would not have found the interesting result that I have today. Working in the Trost lab has taught me that I can be a good researcher if I put my mind to focusing on the work at hand instead of dwelling on past results.
Before I worked in the Trost lab, I worked in a stem cell lab at the medical school on campus where I primarily conducted molecular biology research. Also, during high school I attended summer research programs, such as M.I.T.’s Research Science Institute and University of Chicago’s Research in the Biological Sciences program.