News
On Kindness: Head of School Chris Kolovos Delivers Opening All-School Meeting Address
On Tuesday, September 6, 2022, Boston University Academy Head of School Chris Kolovos welcomed students, faculty, and staff back to school with the following opening remarks on the theme of kindness, a touchstone of the BUA school community.
On Kindness
Good morning. It is a real pleasure to see you all today. This is a year we have all been looking forward to for quite some time. It is a year that promises a level of normalcy that we have not experienced in quite a while – and that you all deserve. In just a few days, we will lean back into our traditions, with a group of us heading off to Camp Burgess for the first time since before the pandemic.
It is also a special year for another reason. This marks the 30th anniversary of this school's existence. It is a chance for us to think back on the legacy we have inherited from the teachers, staff, and students who have come before us and a chance to dream about the future that we will build together.
In a few moments, I will welcome Lizzie Seward, our Student Council president, up to offer a few words of welcome. But before we do that, I'd like to offer some thoughts as we start the term together, as I do at the start of each of our terms.
My talk this morning is prompted in part by my son, Charlie, whom many of you have heard about; if you have not, you will hear plenty over the next few years! He is two years old. Every morning, this is his routine. He comes downstairs and, before demanding his milk, he insists on seeing his toaster. Now, mind you, this is not an actual kitchen appliance. It is a toy toaster we bought from a Greek online toy store. If you press a button, it announces what kind of toast it's making – how dark or how light the toast should be; whether there's peanut butter or marmalade or honey on the toast. I'm not sure why he loves this toy; it's a really strange little thing. But he loves it. Before he starts his day, he has to go to “Toaster” and ask him if he had a good sleep. “Toaster, have you had a good sleep?” My wife and I smile every morning when we hear that. As I think about it, the reason is because it gives us hope that we are raising a kind person.
This morning I want to talk about kindness. It is a word that we use a great deal around here, and for good reason. We talk about a kind and curious community made up of kind and curious people. I am justifiably proud that those things are true, especially because they are deeply countercultural in a world that is focused so much on achievement, getting ahead, and, increasingly, incivility. But it is a touchstone for us here at BUA. And I think it's worth exploring together. So I'll offer just three ideas this morning about kindness.
Kindness is an Action
Take a moment to think about a time when somebody was kind to you. Think about where you were; think about what they did; think about how it made you feel. Some of you might notice a little warmth in your chest. You might be cracking a half smile.
Kindness is not just sympathy or empathy, although those things may well be required for true kindness. Nor is it being nice. There is a superficiality about being nice. Kindness is different. Kindness is action. It is a choice we make. It is a choice we make to do something that inspires a positive feeling in another human being – often with no benefit to ourselves, sometimes with a cost to ourselves.
At times, being kind is easy. It is easy in those moments when we are relaxed, or when we are interacting with somebody who is close to us or somebody we love. At other times, though, it is harder. I think about a day, like today, which promises to be pouring. I imagine some of you being late to your BU class and still making the decision to hold the door outside the GSU for somebody you do not know, with nobody around you to witness it and give you credit. You choose to hold the door anyway. Those small moments become habit. It is in those small moments when character is built. Those are the things we expect from you when we talk about being kind.
Kindness Feels Good
Earlier this summer, I was at Trader Joe's. I was in a rush. I was a little nervous because of COVID: it was crowded, and I have a young family. I was wearing my mask, it was hot, and I was impatient. As I turned the corner from the produce section to the refrigerator section, I saw an old woman reaching up for a package of sliced cheese near the top of the refrigerator section. I felt disgusted by the people standing around her not helping. I paused there feeling self-righteous and angry, and then intensely stupid for not doing the thing I should have done from the beginning, which is to go over and help her. That’s what I did. As I began to walk away, she turned to me, took my arm, and asked, “Can you do something for me?” I said, “Sure.” She said, “Please tell your mother that she raised you well.” I still have not told my mother – I should. But I will tell you this: I had a much better day after that moment with the old woman at Trader Joe's.
There is something physiological – something chemical – about kindness and its effect on us. Some of you might have studied this in your classes. Being kind has been shown to produce elevated levels of oxytocin, dopamine, and serotonin. It can decrease blood pressure. It leads to something that is more colloquially called a “helper's high.” We have evolved this way, researchers think, in cooperative and altruistic communities.
But there are more than just short term benefits that come from kindness. Those of you here last year may remember me talking about my old headmaster, Mr. Jarvis, who was a man of the cloth. I was reading one of his talks recently, and he included this passage: “I have been present at a number of deaths. I’ve never yet heard a dying man or woman brag about how much money he made or how successful he was. My experience is that a dying man looking back on his life is proudest to have helped people, of having used his time and talents to do something for others.” To do something for others. Kindness produces not just an immediate benefit, but also long term fulfillment and purpose.
Kindness is Contagious
Many of you know that I love and admire Mr. Rogers, who was a longtime host of a children's program on PBS. One Sunday evening, my wife and I watched “A Beautiful Day in the Neighborhood” starring Tom Hanks about the life and times of Mr. Rogers – a man who is the closest thing to a saint we have seen on television. I came to work the next morning in a much better mood, much more patient, and a much better listener. I simply wanted to be a better person because of the model that he set.
There is real science too – dozens of studies from social psychology – supporting the idea of a contagion effect of kindness. The studies show that when people observe others being more generous, more loving, and more kind, the observers adopt similar behaviors. Those actions create ripples in a community. Think about the line of cars at a drive through when somebody pays for the car immediately behind them, and then that process continues sometimes for minutes, sometimes for hours. It is that kind of ripple that I see in this community – in all of you.
*****
You have heard me recite this adage before, but it bears repeating: “From those to whom much is given, much is expected.” You all have been given so much, not the least of which is the education that you have received and you will receive here. We appropriately expect a great deal from you. I ask you to find a way today, this week, this year to do something that is within all of our means: be kind to another human being. Maybe that means helping a new student find her way when she's looking for the black box theater. Maybe it's holding the door. Maybe it's reaching out to somebody at lunch who looks like they could use a friend. Find a way to make somebody else's day better and create those ripples throughout our community. Thank you very much, and have a wonderful school year.
HOS Blog: Community around a Campfire
I’m writing to you from Camp Burgess, where our 9th and 10th graders have enjoyed several days of ropes courses, rock climbing, kayaking, swimming, cards, board games, and bonding. This year promises a return to normalcy we have not experienced since the start of the pandemic, including the revival of traditions like this one. It is heartwarming to see the smiles on our students’ faces, to hear them laugh, and to watch the spark of lifelong friendships.
On our first night here, students gathered in an outdoor amphitheater for a bonfire and s’mores. Mr. Stone called for an impromptu talent show, inviting students – individually or in groups – to volunteer to come down to the stage/fire pit areas and share a talent before getting their s’mores. What started as a crowd control measure to make sure we didn’t have dozens of teenagers roasting marshmallows at the same time turned into something really special. Students sang everything from Don Maclean’s American Pie to classical Chinese opera; Taylor Swift to Heads, Shoulders, Knees, and Toes. We heard knock-knock jokes, saw back flips, witnessed a revival of the Macarena, enjoyed original rap songs, and much more. What struck me most is how these kids supported one another. The applause was riotous, no matter the performance. They encouraged one another to get up there. They created a space where everybody felt comfortable acting silly, being vulnerable, and sharing a piece of themselves. That is remarkable in any setting, let alone one where half of the students are new to the community. I feel very lucky to be part of a place that fosters that kind of belonging; that’s rare in the broader world, but it’s the expectation here. AndI’m proud of that. We are off to a very good start.
Curricular Innovation in English, History
As a result of the vision and hard work of the faculty this spring and summer, and inspired by conversations with students over the years, BUA students will engage in a revised history and English curriculum this year.
BUA’s humanities program has been, since the school’s founding, one of its great strengths. Our mission highlights the promise that, at BUA, students will “read deeply” and “think critically.” Those ideas permeate the English and history classrooms. History students dive into primary sources, eschewing schools’ traditional reliance on textbooks and challenging students to engage with language and ideas that push their intellectual ability. In English, students likewise read challenging, rigorous texts that one would expect to see on a college syllabus. In both departments, students test their ideas with one another in conversation around a seminar table, often staying after the bell or carrying those discussions into the hallway. Our graduates often tell us that they learned to write at BUA, a skill that only comes with practice and mentorship, which our inspired and inspiring teachers have provided for decades. All of those features will continue.
We are also proud of BUA’s traditional focus on the Western humanistic tradition, where students have the opportunity to ask some of the most basic questions of human existence in conversation with the Western literary canon and giants of Western philosophy: Why am I here? What is my role in society? What does it mean to live a good life? These are questions that our students are naturally asking. The curriculum has provided a vehicle for that exploration and will continue to do so.
But there are limitations to this approach. It can give the misimpression that the Western tradition is the only or a superior source of wisdom. It may not provide opportunities for our increasingly diverse student body to see themselves reflected in the literature and history they study. And it may sacrifice knowledge that is essential to our students as they prepare to be citizens and leaders in a global world. We have heard those concerns from our teachers, students, and graduates – all of whom value our traditional approach and see the need to address the limitations.
The path our teachers have chosen going forward preserves the richness of our traditions while injecting a global and diverse outlook. Courses are organized around themes, many of which traverse disciplines and all of which have deep relevance for our students’ lives in the 21st century. The course descriptions linked above provide more context, but to give you a sense:
- In 9th-grade English, Self and Society: The Literary Canon in Conversation, students will still read mainstays of the literary canon, but also put those texts in conversation with rigorous, rich texts outside that tradition. They will read Homer’s Odyssey, for example, alongside Toni Morrison’s Song of Solomon; Jane Austen’s Pride and Prejudice alongside Mohsin Hamid’s Exit West – exploring common themes around identity, the boundaries between self and community, and our understanding of heroism and virtue.
- In 9th-grade history, Power and Wisdom in the Ancient World, students will continue their exploration of Greece and Rome but add a deep dive into Chinese dynastic history and philosophy. In the process they will investigate ideas of good government and the meaning of a good life.
- In 10th-grade English, Global Citizens: The Evolution of English Literature, students will continue to engage with some of the great canonical works of British literature – Beowulf, The Canterbury Tales – while broadening the aperture to include post-colonial literature from the English-speaking world, like Chimamanda Ngozi Adichie’s Purple Hibiscus and Jhumpa Lahiri’s Interpreter of Maladies. Thematically, they will trace the evolution of literature in the English-speaking world and use that as a lens to explore what it means to live in an increasingly global world.
- In 10th-grade history, Makings of the Modern World, students will continue to read the great philosophical works of the European Enlightenment but will pair that with a similarly rigorous investigation of topics we believe they will need as global citizens: the Islamic world; pre- and post-colonial African history; and the 20th-century world, including a focus on the Holocaust. In so doing, they will address abiding questions: the relationship of faith to the public sphere; the development of the concepts of human rights; and the moral obligation of a citizen to the community.
Please refer to the course descriptions to explore these courses and similar shifts in the 11th and 12th grade.
Dr. Monica Alvarez Steps Into Director of Equity and Inclusion Role
We are excited to announce that, starting this fall, BUA English teacher Dr. Monica Alvarez will step into the newly-created Director of Equity and Inclusion role at our school.
Dr. Alvarez came to BUA following fourteen years at Trinity School in New York City, where she taught English and helped lead that school’s DEI efforts as Equity & Inclusion Coordinator. Since arriving at BUA in the fall of 2021, Dr. Alvarez has been an inspiring teacher for 9th and 10th graders, a trusted advisor, club leader, and co-chair of the student-faculty Diversity, Equity, and Inclusion Committee. She will continue to teach ninth and tenth-grade English alongside this important leadership role.
Dr. Alvarez offered the following reflection about her new responsibilities:
“Two of my favorite things at BUA are the deep mutual appreciation and genuine care that shape so many of the interactions among its members. This year, I am looking forward to discovering the ways in which BUA can nurture this appreciation and care into a sense of belonging: of joyfully co-creating a learning space that spills beyond the walls of the classrooms and encourages its members to fully show up, knowing we inhabit a space where we are seen for all that we are. What an exciting time lies ahead!”
As BUA’s inaugural Director of Equity and Inclusion, Dr. Alvarez will work across constituencies – students, faculty, staff, parents, alumni – and lead the school’s efforts to fully live up to our core values of community and inclusion. The work will touch on many areas of school life: student support, parent engagement, admissions, professional development, curriculum, pedagogy, hiring, and others.
In creating the position, Head of School Chris Kolovos noted:
“I am proud of our school’s commitment and progress around diversity and inclusion. The rich diversity of our student body is one of the key reasons for our excellence. We stand out among our peer schools for being a place where all kinds of young people can feel at home and part of the BUA family. We have taken great strides in making BUA more accessible and our policies more fair. But the work is never done. I am so grateful to Dr. Alvarez for taking on this role at this pivotal moment. She loves and understands BUA, having gained an appreciation for what makes us special. She also has a deep respect for community voice and instinct for building consensus. She is in an ideal position to help us nourish our traditional strengths, identify areas for improvement, and move forward together.”
He went on to stress, “DEI is not one person’s job. It is the work of the entire community and only succeeds when we are all involved. I know the BUA family will embrace Dr. Alvarez in this new role, and I look forward to partnering with her for years to come.”
BUA Announces Curricular Innovation in English, History
In an August 5 letter to current students and families, Head of School Chris Kolovos announced exciting news about curricular innovation in the school's English and history programs. Read the full text of his communication below.
Updated Booklist
In June, we shared both the summer reading list and the term-time booklist for classics, math, and science. The reason for not including the booklist for English and history at that time was because our teachers in those areas have been deeply engaged, for several months, in a project to revise the curriculum, focused largely on the 9th and 10th grades, but also including changes in the junior and senior years. With that work completed, the updated booklist for the 2022-2023 academic year is available at this link.
English & History Curricular Innovation
As a result of the vision and hard work of our faculty this spring and summer, and inspired by conversations with our students over the years, our students will engage in a revised history and English curriculum this year. I invite you to read the course descriptions at the links above.
BUA’s humanities program has been, since the school’s founding, one of our great strengths. Our mission highlights the promise that, at BUA, students will “read deeply” and “think critically.” Those ideas permeate the English and history classrooms. History students dive into primary sources, eschewing schools’ traditional reliance on textbooks and challenging students to engage with language and ideas that push their intellectual ability. In English, students likewise read challenging, rigorous texts that one would expect to see on a college syllabus. In both departments, students test their ideas with one another in conversation around a seminar table, often staying after the bell or carrying those discussions into the hallway. Our graduates often tell us that they learned to write at BUA, a skill that only comes with practice and mentorship, which our inspired and inspiring teachers have provided for decades. All of those features will continue.
We are also proud of BUA’s traditional focus on the Western humanistic tradition, where students have the opportunity to ask some of the most basic questions of human existence in conversation with the Western literary canon and giants of Western philosophy: Why am I here? What is my role in society? What does it mean to live a good life? These are questions that our students are naturally asking. The curriculum has provided a vehicle for that exploration and will continue to do so.
But there are limitations to this approach. It can give the misimpression that the Western tradition is the only or a superior source of wisdom. It may not provide opportunities for our increasingly diverse student body to see themselves reflected in the literature and history they study. And it may sacrifice knowledge that is essential to our students as they prepare to be citizens and leaders in a global world. We have heard those concerns from our teachers, students, and graduates – all of whom value our traditional approach and see the need to address the limitations.
The path our teachers have chosen going forward preserves the richness of our traditions while injecting a global and diverse outlook. Courses are organized around themes, many of which traverse disciplines and all of which have deep relevance for our students’ lives in the 21st century. The course descriptions linked above provide more context, but to give you a sense:
- In 9th-grade English, Self and Society: The Literary Canon in Conversation, students will still read mainstays of the literary canon, but also put those texts in conversation with rigorous, rich texts outside that tradition. They will read Homer’s Odyssey, for example, alongside Toni Morrison’s Song of Solomon; Jane Austen’s Pride and Prejudice alongside Mohsin Hamid’s Exit West – exploring common themes around identity, the boundaries between self and community, and our understanding of heroism and virtue.
- In 9th-grade history, Power and Wisdom in the Ancient World, students will continue their exploration of Greece and Rome but add a deep dive into Chinese dynastic history and philosophy. In the process they will investigate ideas of good government and the meaning of a good life.
- In 10th-grade English, Global Citizens: The Evolution of English Literature, students will continue to engage with some of the great canonical works of British literature – Beowulf, The Canterbury Tales – while broadening the aperture to include post-colonial literature from the English-speaking world, like Chimamanda Ngozi Adichie’s Purple Hibiscus and Jhumpa Lahiri’s Interpreter of Maladies. Thematically, they will trace the evolution of literature in the English-speaking world and use that as a lens to explore what it means to live in an increasingly global world.
- In 10th-grade history, Makings of the Modern World, students will continue to read the great philosophical works of the European Enlightenment but will pair that with a similarly rigorous investigation of topics we believe they will need as global citizens: the Islamic world; pre- and post-colonial African history; and the 20th-century world, including a focus on the Holocaust. In so doing, they will address abiding questions: the relationship of faith to the public sphere; the development of the concepts of human rights; and the moral obligation of a citizen to the community.
Please refer to the course descriptions to explore these courses and similar shifts in the 11th and 12th grade.
The work is ongoing; any curricular reform must be. But I am confident that these changes represent an important step forward that, at the same time, maintains those things that have made our approach so powerful over the years. I am deeply grateful for all the students and graduates who have shared their thoughts and helped inspire this change. And I am most grateful to our teachers, who have spent their summers working to offer our students this exciting curriculum.
A New Sun Rises Over BUA as Mural by Sitarah Lakhani ’22 is Completed
This summer, a blazing, orange ombre sun rose over BUA—the BUA back lot, that is.
Over the past six weeks, a vibrant, celebratory, and inclusive mural was painted on the 4,000-square-foot exterior wall of Sargent Gym, adjacent to the Bridge Lot and visible from the BU Bridge, Storrow Drive, the Massachusetts Turnpike, and from many points along Commonwealth Ave.
The mural is the brainchild and passion project of recent Boston University Academy graduate Sitarah Lakhani '22, who conceived of this project as a sophomore at BUA. After years of persistence and hard work, her vision has finally come to fruition.
Many hands made light work of the installation, as current students, alumni, and teachers pitched in to help paint: scaling scaffolding, braving the aerial scissor lift, and bearing the searing July heat to add their brushstrokes to this massive undertaking.
Born and raised in Cambridge, MA, Sitarah has had a love for art from a young age. In 2020, she started an Instagram account, @sitarahsketches, to showcase her drawings and bring joy to others. During her high school years at BUA, under the expert guidance of master visual arts teacher Liz Cellucci, and later of Lisa Townley, Sitarah experimented in a variety of mediums: paint, pencil, charcoal, photography, and digital art. In her senior year she won the Scholastic Art and Writing Awards Regional Gold Key in the digital art category for her piece, “She’s Golden,” a self portrait. Sitarah will matriculate at the Rhode Island School of Design (RISD) this fall.
The mural was created and installed by Sitarah, with mentorship from muralist Amanda Hill and support from Boston University Academy and the BU Arts Initiative. Funding for the project was secured by Sitarah through private donations.
Her vision? Transforming a 4,000-square-foot blank wall into a vibrant, uplifting, and celebratory piece of public art. Sitarah writes:
“I wanted to make the space beautiful. My bright and lively design showcases the women of the BU community with a special nod to those in the fields of STEM while incorporating elements of nature found nearby. The waves in the mural represent the Charles River Campus, and are mathematically generated and perfectly in scale with the wall. The use of color that pops and the energy of BU women on campus were just some of the things that made their way into my definition of what was uplifting. It is really there though for people to take in the image on their own terms, at different moments in time. The wall, which was formerly looming over a dark parking lot, has now been transformed into a warm, joyful, and welcoming area that aptly illustrates our diverse and inclusive community.”
The mural was completed in late July. A ribbon-cutting ceremony to inaugurate the mural will be held in the BUA back lot on Tuesday, August 30. Read on for a Q&A with muralist Sitarah Lakhani '22!
Q&A with Sitarah Lakhani '22
What inspired you to create this artwork?
My inspiration for this artwork came from the wall itself. I was walking across the BU Bridge one morning the summer before sophomore year, and usually when I walk to school I always take a picture of the river. This day I happened to forget until I was walking past the wall of the Boston University Sargent Gym connected to BUA. When I first noticed the wall I was struck by how drab it looked and once I stopped to fully take it in, how large it actually was. I couldn’t believe in all my years of passing this exact spot thatI did not even realize its existence. The next thing that came to mind was how amazing the area would look with a splash of color. So many people pass the same exact spot that I pass every morning, so how amazing would it be to make each of their mornings or evenings just a shade brighter? The inspiration behind my art came from bringing others joy. I thought so many people will pass by this mural everyday and if I can make even one person smile or have a slightly better day it is all worth it.
Does the mural have a title?
The mural will have the official title of “Untitled 1.” Although I was initially considering naming the mural, as I completed it I felt it was better left to the viewer’s imagination. I feel if I had named the mural based on the waves or the figures, that is what it would be seen as. Instead, I want your eyes to be drawn wherever feels natural.
Are the figures in the mural inspired by real people?
Not really! They are inspired by my imagination and I wanted there to be as much representation as possible. I took elements of features I have seen and thought would make for an interesting composition like the slit eyebrow, a hat, or the multicolored hair.
Tell us about your choice to leave the figures’ faces blank.
My distinct art style started in 2020 on my @sitarahsketches instagram and from there, I kept going with it. The figures and people in all of my older drawings have no facial features except for eyebrows and facial hair. I think this happened due to a few different reasons but to be honest, the main reason was that I was not so great at drawing facial features, it's super difficult! My account was based on drawing the likeness of people through their forms of expression and other individual personal choices like accessories, clothing, and hairstyles. I think tying it back to the mural sketch, I am glad that I chose to stick with this style and not have defined facial features. This gives the viewer an opportunity to see themselves or even someone they might know.
What was the hardest part of the process of bringing this mural to life?
There were so many moving parts! One of the hardest parts was keeping track of everything that was going on throughout the past three years. From designing the actual image, to drafting a proposal, pulling a team together and fundraising, there was a ton going on. Also, another difficult part of this project was keeping my motivation up. There were definitely moments when I felt like I wanted to stop or quit or maybe something was moving at a different pace than anticipated or I needed to figure out how to turn someone’s ‘no’ into a ‘yes’ – but I just had to keep going. However, I was driven by my end goal and I found inspiration, motivation, and joy in the process even when it felt difficult. I had a vision that I wanted to see come to life and in the end I did it.
Were there any unexpected hurdles in the actual installation of the artwork?
I think one of the main hurdles faced in the actual installation was the weather. It was brutally hot these past few weeks but the team adapted and started working in the early morning to beat the sun that was fully shining on the wall by noon. Also, I think small things like having cars park right next to the lift or not having enough of one specific paint color were some of the smaller road bumps we ran into.
What was your mentorship with muralist Amanda Hill like?
My mentorship with Amanda Hill was everything that I could have ever imagined and more. Amanda is not only an amazing artist but she is an incredible teacher. She walked me through every single little step of the mural and taught me along the way. From learning how to create a doodle grid, to mixing the perfect skin tone, and even driving a 40-foot lift, Amanda taught me all the skills I needed to know in order to install a giant mural. In addition, Amanda taught so many other volunteers throughout the process ranging from BUA students and teachers to parents and neighbors. I truly enjoyed working and learning with her and she is definitely an inspiration to beginner artists like myself. I cannot wait to see what she does in the future!
Any advice you’d like to share with current and future BUA artists?
My advice for current and future BUA artists, and students in general, is that if you have an idea or a vision, go for it. You will never know if it is possible until you try. Sure, you might face some bumps along the way but go along with it and see your ideas through. And if it doesn’t work the first time, try again!
Summer Research Highlight: Genomic and Computational Approaches to Gene Regulation with Dr. John Quackenbush P’24
Each cell in our body contains a set of instructions, encoded in a molecule called DNA, that helps determine both our traits—including things like height, weight, hair color—and our individual risk of developing diseases such as diabetes or cancer. DNA is a long-chain polymer, and these instructions are encoded in the DNA “sequence” (the series of polymer subunits) and grouped in “genes,” each of which carries the instructions for creating one of the proteins that make up our cells.
The sequencing of the human genome at the start of the twenty-first century gave us a catalog of human genes and provided us with tools to explore how differences in our DNA make us unique. More than twenty years later, we are still exploring how genes, and the genetic instructions that control them, ultimately determine these traits.
BUA parent Dr. John Quackenbush P'24, Professor of Computational Biology and Bioinformatics and Chair of the Department of Biostatistics at the Harvard T.H. Chan School of Public Health, is one of the world’s leading researchers in studying the links between genes and traits. His research team has developed methods that model how genes work together in networks that alter cells as they grow and develop or as they move from health to disease. This summer, seven students—four rising BUA seniors working on their senior thesis projects; one recent BUA graduate who did her senior thesis work in the lab in the summer of 2021; one rising BUA junior; and a junior from the nearby Winsor School—are working with Dr. Quackenbush and his research team to explore what one can learn about gene regulation.
BUA graduate Mia Shapoval '22, who will attend Boston University as freshman this fall, is following up on her senior thesis project in which she explored how the process of gene regulation differs between tumors in males and females suffering from lung cancer and trying to understand how changes in regulatory networks might help explain why there are sex differences in lung cancer risk, the risk posed by smoking, the rate at which lung cancer develops, and how well people respond to therapy. What drives sex differences in human health and disease is one of the most understudied problems in biomedical research and answering this question promises to provide insight into how to treat diseases using sex as a tool to select treatments most likely to be effective in each person.
Audrey Xiao ’23 and Christian Asdourian ’23 are looking at how changes in gene regulation over the course of a lifetime alter the state of our health. These “epigenetic clocks” run at different rates is different people—or even in different tissues in the same person—and contribute to many diseases. For example, decreases in lung function are normal during one’s lifetime, but the rapid decrease in function seen in emphysema appears to be a disease of dramatically accelerated aging. Audrey is looking at different ways of assessing epigenetic age, trying to understand why epigenetic age and chronological age differ between people and testing the hypothesis that lung cancer and normal tissue may show different epigenetic clocks in the same person—changes that may help shed light on how to better treat lung cancers. Christian is trying to understand whether the rate affects some genes differently than others, leading to differences in every person’s disease risk. Specifically, he is looking at how differences in lung cancer characteristics, such as tumor stage, and demographics variables such as sex or chronological age, are related to the epigenetic age of cancer tissues. If cancer is a disease involving alteration of epigenetic age, this analysis will provide insight into how and why lung tumors develop and progress in ways that are unique to each individual.
Rohan Biju ’23 is tackling the problem of how one finds interpretable patterns in gene regulatory networks that contain more than 25,000 genes and the elements that control them. Using a technique called “network graph embedding” to summarize and visualize the complex regulatory landscapes active in each cell, Rohan’s goal is to find groups of genes that are differently regulated between health and disease conditions in ways that explain what we know of the disease process. Aditya Venkatesh ’23 is exploring ways of inferring gene regulatory networks using data derived from thousands of individual cells (rather than from “bulk” tissue samples). By looking at the regulatory processes that are active the collection of individual cells, Aditya is trying to understand what cell types comprise organs and tissues—and how the composition shifts as disease develop.
Adam Quackenbush ’24 and Jaya Kolluri, a rising junior at the Winsor School, are exploring ways in which we can accelerate applications of the scientific method by finding new, completely unexpected hypotheses to test. Using large-scale datasets that measure the activity of all 25,000 human genes in each of 40 tissues in nearly 1000 individuals on whom there is extensive clinical data (including age, height, weight, sex, race, smoking status, and so on), Adam and Jaya are looking for all possible correlations and associations between different measured variables, and then using these to create an online “serendipity engine,” SEAHORSE, that allows users to ask and answer open-ended questions about individual variables or about groups of research subjects by selecting multiple demographic and other parameters. For example, one could ask “What clinical variables correlate with subject age?” Or, “What gene expression levels in which tissues are correlated with subject weight?” Or “What gene regulatory network edges are correlated with smoking status?” The hope is that SEAHORSE will allow these open-ended questions to be quickly explored and so will spur the development of new hypotheses that can ultimately be tested and validated or rejected.
Each of these students is working directly with one or more graduate students or postdoctoral fellows and participating as active members of Dr. Quackenbush’s research laboratory. They are developing and applying new methods for data analysis in the R statistical programming language, troubleshooting their software, and discussing their results and challenges with all the senior scientists in the team’s weekly group meetings. Students will be expected to present their summer’s work before returning to school and to work with their mentors on developing a scientific publication based on their work—Adam and Jaya’s project has already been selected for presentation at the 2022 Women in Statistics and Data Science conference and they have started working on a paper about their online tool.
BUA, BU Hosts NASA Downlink from International Space Station
On July 20, more than 500 middle- and high-school students and educators from across eastern Massachusetts descended on Boston University's campus for a day of space exploration and STEM education in the form of hands-on activities, lab and observatory tours, and presentations with BU faculty. Many of those in attendance were affiliated with local access and enrichment programs including Alexander Twilight Academy (a BUA partner), Upward Bound, the Calculus Project, and GROW (Greater Boston Area Research Opportunities for Young Women), among others.
In the BUA gym, students built rockets out of film canisters, water, and Alka-Seltzer tablets; attempted to move a balloon along a length of fishing line in a fly-by-wire design challenge; and even had the opportunity to hold pieces of the moon and Mars, courtesy of the Maine Mineral & Gem Museum. Several BUA student and teacher volunteers were on hand to assist with the activities.
The highlight of the day was the NASA In-flight Education Downlink with astronaut Bob Hines ENG '97 and Italian astronaut Samantha Cristoforetti of the European Space Agency, Crew-4 colleagues on the International Space Station. Attired in a BU Terriers jersey, Hines floated alongside Cristoforetti, whose hair stood straight up, an effect of zero gravity, as they beamed in live from the ISS to a darkened GSU Metcalf Ballroom. Answering prerecorded questions -- including several from BUA students -- astronauts Hines and Cristoforetti performed some neat tricks: slurping floating droplets of water out of midair; doing weightless flips until dizzy; and demonstrating momentum and force in microgravity.
After the downlink event, participants were treated to a space-themed bag lunch of moon cheese and rocket pops.
Downlink Day was organized by Sheryl Grace, associate professor of mechanical engineering in BU's College of Engineering and a former teacher of astronaut Hines. BU President Robert A. Brown; US Senator Edward Markey (D-Mass.) (Hon.’04); Calculus Project CEO and Founder Adrian Mims; and Boston University Academy Head of School Chris Kolovos, among others, delivered remarks at the event.
If you missed it, you can watch highlights of the downlink event on NASA's YouTube channel here.
Class of 2022 Matriculation List
As our most recent graduates head off for the summer, we wish them the very best of luck on the next step of their journeys at college and beyond.
From California to Canada, down the block and across the Atlantic, and many places in between, the BUA Class of 2022 is making their mark on the world. Check out the matriculation list below to see where they're headed this fall. We couldn't be prouder of you, Class of 2022. Send us a postcard, and don't forgot to stop by for a visit when you're in town -- you'll always have a home at BUA!
Members of the the Class of 2022 will attend the following institutions in the fall:
Boston University (13)
Bowdoin College
Brown University
University of Chicago (2)
Colorado College
Cornell University (2)
University of Florida
Hamilton College
Harvard University
Massachusetts Institute of Technology (3)
University of Michigan-Ann Arbor
New York University (3)
Northeastern University (4)
Princeton University (2)
Queen’s University
Rensselaer Polytechnic Institute (2)
Rhode Island School of Design
University of Southern California
Tufts University (2)
University of Warwick
Yale University
Revs. Ray and Gloria Hammond Deliver Keynote Address at BUA Commencement
On Monday, May 23, Boston University Academy hosted its 28th commencement exercise at BU's Tsai Performance Center. The 45 members of the BUA Class of 2022 crossed the stage to receive their diplomas from Boston University Provost and Chief Academic Officer Jean Morrison and BUA Head of School Chris Kolovos. Dustin Zhang '22 and Henry Chuang '22 recited the Classics orations in Latin and Greek, respectively. Mell Aguiar '22 and Tanay Nambiar '22 delivered the student addresses. Following the ceremony, graduates and their families celebrated with a reception under the tent on BU Beach.
Reverend Dr. Ray Hammond and Reverend Dr. Gloria White-Hammond, co-pastors of the Bethel African Methodist Episcopal (A.M.E.) Church, jointly delivered this year's Commencement keynote address. The Hammonds, partners both in life and work, are pillars of social justice and community activism in Boston.
Ray Hammond and Gloria White-Hammond co-founded Bethel A.M.E. Church in Boston's Jamaica Plain. The son of a Baptist preacher and a schoolteacher in Philadelphia, Rev. Ray Hammond attended public schools before earning degrees from Harvard College and Harvard Medical School. He later earned a master’s degree in religion, focusing on Christian and medical ethics, from Harvard Graduate School of Arts and Sciences. Rev. Hammond is co-founder and chairman of the Ten Point Coalition, an ecumenical group of Christian clergy and lay leaders mobilizing the Greater Boston community around issues affecting black and Latino youth. Rev. Gloria White-Hammond is a retired pediatrician from the South End Community Health Center. She is a graduate of Boston University (BA); Tufts University School of Medicine (MD); and Harvard Divinity School (MDiv), where she currently serves as the Resident Practitioner in Ministry Studies. She is also co-founder and executive director of My Sister’s Keeper, a women-led humanitarian and human rights initiative that partners with diverse Sudanese women in their efforts toward reconciliation and reconstruction of their communities. Both Ray Hammond and Gloria White-Hammond hold honorary degrees from Boston University.
In their keynote address, trading turns with their remarks, Rev. Hammond and Rev. White-Hammond drew on their own formative experiences -- Ray Hammond leaning on the support of his peers, despite being one of the few African-American students at his Philadelphia high school, and then later in college and medical school; Gloria White-Hammond finding support from a professor during a rocky first undergraduate semester at BU -- to emphasize the importance of supportive community.
Rev. Gloria White-Hammond shared:
"For you, the graduates, this is a day of making memories. And for those of us who are watching you graduate, there are inevitable emotions of pride and joy. We have the joy of watching young people as bright and gifted and imaginative as each of you are come to this major milestone in your lives. You are the children that we -- and we include ourselves -- dreamed about, and prayed for, and so longed to see. You have made all of us laugh and cry, frequently at the same time.
On this day we celebrate the immense joy you have brought to all of our lives, and the high hopes that we have for you and for your future. This is your day, because it could not have come to pass without your individual commitment to hard work and sacrifice. And this is our day, because it could not come to pass without the gift of collective support from the people gathered around you today. Never forget the power of supportive community to enhance learning, to promote powerful and lasting change, and to have fun while you're doing it."
Picking up on the thread, Rev. Ray Hammond continued:
"And keep your concern for justice. Shirley Chisholm, the first African-American woman elected to the US House of Representatives used to say that 'service to others is the rent that you pay for living on the planet.' It's my understanding that many of you share that commitment to serving others, trying to make our world a fairer, more equitable, and a more just place. It's evident in the work you've done in your senior theses; it's there in your community service and a host of student-led initiatives you've been a part of.
And you know as well as I do that these past few years haven't been just about a pandemic called COVID. It's also been about protest. And racial justice and equity. It's also been about political polarization and turmoil and what we do about that as a nation and a democracy. It's been very much about climate change, as we literally watch large parts of our country on fire. You've been writing about and talking about and working for change in all these areas. But after 55 years of social justice activism, we can tell you if you think that supportive community and collaboration is powerful in your education, it is indispensable if you're going to do the kind of social justice change that sticks, that lasts, and that really shifts the way the world works."
It was our privilege and honor to host Ray and Gloria Hammond as this year's commencement keynote speakers, and we are grateful for the warmth, humor, and words of wisdom they shared with our graduates and all of the assembled guests last Monday. The Hammonds's complete remarks are available here. The full video of BUA's 28th commencement ceremony is available here.