Jerainne Johnson

Field: Physical Chemistry
SR-EIP: Johns Hopkins University (1997)
Undergrad: Morgan State University (1999)
Graduate School: University of Southern California (2005)
Current Position: Guest Researcher, National Institute of Standards and Technology (NIST)

Could you talk about any memorable experiences from your summer research at Johns Hopkins?

• I would have to say that my entire experience was memorable. It was my first research experience since starting undergrad, and it varied greatly from the lab work I had engaged in during high school. What made the experience more exciting was the opportunity I had to work on growth factors that led to cancer. This was my first exposure to cancer research. I enjoyed working in an experimental lab and learning the various techniques associated with my research, e.g. learning dissection techniques for collecting cell cultures from rats, Northern blots, electrophoresis etc. I also appreciated the balance between the level of freedom to work and the hands-on guidance provided by my mentor.
• This was my first interaction/encounter with someone with an MD/PhD. I had access to first-hand information from my mentor, who informed me of the entire process toward achieving career goals for said degree. It was wonderful to be under the wings of someone who could offer advice from both the medical school perspective and the graduate school perspective. His advice was valuable to me because, at that time, I was interested in pursuing a MD. It was after this experience that I realized that I had a greater passion for research.

What skills were you able to apply to your collegiate work upon returning to your undergraduate institution?

• The level of professional training was highly beneficial. My time management and organizational skills were strengthened at Johns Hopkins through the practice of basic lab procedures such as preparation and organization of experiments. Learning how to better manage time and organize myself was also instrumental in my approach to coursework, my undergraduate senior project, and, even, balancing time with classes and extracurricular activities. I also learned how to appropriately develop a poster presentation and effectively give talks regarding my research-this was also a first for me. The overall organization of the program was valuable, as the various aspects aided me in mapping out a clear career path. I was better able to mold the direction of my career path.
• Most important is the level of confidence that I developed after mastering the skills attained during the summer research program. I certainly felt as though I left this experience with a much larger knowledge base.

Can you talk about how your summer experience prepared you for graduate school?

• The skill sets developed from my undergraduate research experience from The Leadership Alliance were also applicable to my graduate school career. The exposure to the program granted me a sense of familiarity with what was to be expected in graduate school. I can particularly say that the guidance helped me develop a keen sense of my research interest, thus, making it much easier to seek mentorship as a grad student from faculty who shared similar interests.

Can you talk about the role of mentorship in your career?

• The type of guidance from my mentors accurately changed as I progressed through the various stages of my academic career. My SR-EIP mentor was really hands on and answered my questions with regard to getting me directed toward the goals that I wanted to accomplish. At the time, he was also on the admissions committee at Johns Hopkins, so he gave me advice on what should be reflected on my application. With regard to grad school, my mentor was focused on career development and streamlining my interests toward a particular career goal. Now that I have reached a new phase, becoming a postdoctoral fellow, I am now receiving the relevant advice that I need as I begin to ponder my career in the field of academia. Ultimately, a mentor should provide a source of motivation and encouragement to aid in the progress and transition to the next phase of your career.
• I am currently serving as a mentor to young girls involved in the Goals for Girls mentoring program, a partnership with the Gaithersburg middle school and the American Association of University Women, Gaithersburg chapter. Through this program, we prepare 8th grade students for high school by guiding their decisions on coursework based on their desired career goals. Additionally, by attending such conferences as ABRCMS, I have had the opportunity to meet students who were, as I had experienced at their age, trying to figure out exactly what they want to do in life. I have been able to share my experiences and point them to available resources necessary for them achieving their goals. I also occasionally visit my alma mater and talk to undergrads about the path I took to get to where I am and the things they need to have in place in order to succeed.

What advice would you give to this year’s Leadership Alliance participants?

1. They should be adamant about not only networking with colleagues, grad students, post docs and faculty but also remaining in contact with them.
2. They should never be afraid to ask questions, regardless of how silly they may think they sound.
3. They should never underestimate their abilities, values, or goals. There is no goal that can be constituted as being set too high.
4. They should consider rejection as a means of empowering themselves to strive harder toward their goals. Other opportunities WILL present themselves. Don’t quit, and don’t allow the word “no” to stagger you or set you back.

Is there anything else that you would like to mention?

• At some point in their career, students should start thinking about giving back to the community in whatever way they can, i.e. being a mentor, judge, etc. Such contributions go a very long way in encouraging our youths to pursue careers in Science, Technology, Engineering and Mathematics fields.