Research

As a Lecturer at Sacramento State, I do not have my own research lab or active research. However, I volunteer as co-principal investigator in Dr. Drew Reams’ bacterial genetics research program. As co-PI, my work includes recruiting students interested in genetics and microbiology, mentoring their research projects, and teaching effective communication skills. 

Cover art based on our research: Gene amplification mutations originate prior to selective stress in Acinetobacter baylyi. In a model system to study gene amplification mutations, a strain of the bacterium Acinetobacter baylyi is spread onto agar plates with the aromatic compound benzoate as the sole carbon source. While this strain is unable to grow on these plates, rare mutant colonies arise (cream color circles). These mutant cells (blue green ovals) nearly exclusively contain de novo amplification mutations (represented by the repeated dark orange rectangles) encompassing lowexpressed genes encoding enzymes involved in benzoate catabolism. Art by co-author Semarhy Quiñones-Soto, PhD. See Herrmann et al., in the March 2023 issue of G3.


My PhD Dissertation: My graduate work focused on studying the origin of mutations under selective (nutrient starvation) conditions. I used a genetically modified Salmonella bacterial system with an introduced, mutated lac operon. However, when these lac- cells were grown in lactose-only agar plates, Lac+ revertant colonies accumulated over time. Where did these Lac+ mutants come from?

Major findings: When these Lac+ mutants were analyzed, I found a step-wise, accumulation of mutant clones within a slow-growing colony started by a single mutant already present before the selective conditions.

Publications: Google Scholar 

Quiñones-Soto, S. 2023. Cover Art in Genetics, 223(3)

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Teaching

My teaching centers on the belief that student learning is enhanced by active-learning techniques and promoting a positive classroom experience that will result in science literacy and the development of sense of belonging among learners. 

My teaching goal is to help students think like scientists by:

1. facilitating in-class activities that promote critical thinking;
   
2. helping the students organize the information to enable its effective application; and
   
3. encouraging inclusiveness and cooperation amongst learners.

Past Courses:

• BIO 2: Cells, Molecules and Genes (activity)
• BIO 7: Introduction to the Science of Biology (lecture & lab)
• BIO 10: Basic Biological Concepts (non-majors course)
• BIO 100: Introduction to Scientific Analysis (activity)
• BIO 184: General Genetics (lecture & lab)
• BIO 220: Intro to Scientific Inquiry (graduate course)
• BIO 223: Human Molecular Genetics (graduate course)
• NSM 21: First Year Seminar
• NSM 90: Biomedical Research Seminar
• NSM 190: Senior Thesis Seminar​​