Science Fare

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormAnd, check out the Science Fare Podcast website! Dr. Elizabeth Catania is a neuroscience researcher, assistant professor, Director of Undergraduate Studies and Director of Independent Studies at Vanderbilt University. In this episode, guest host Lucy Pohl, who is the high school intern for the podcast, interviews Dr. Catania talks about her research and path as a scientist. Highlights of the episode: *High school intern Lucy Pohl introduces Dr. Elizabeth Catania of Vanderbilt University and outlines her background in neuroscience and education [~1:20]; *Lucy asks Dr. Catania about how her passion for science originated and how she became interested in neuroscience [2:42]; *Dr. Catania describes starting college as an English major and not discovering her love of science until later [~3:20]; *How an introductory neuroscience course taken “just for fun” changed her academic trajectory and led her to switch majors [~4:05]; *Why students don’t need to “find their thing” in middle school or high school—and why trying new subjects matters [4:58]; *Lucy asks about Dr. Catania’s postdoctoral work at the Vanderbilt Kennedy Center and how working with individuals with autism influenced her approach to neuroscience [~6:20]; *Connecting basic neuroscience research to real people and real-world challenges [7:18]; *Lucy asks Dr. Catania to explain what the nervous system is for students who may not have studied it in depth [~8:05]; *What the nervous system does: how neurons, sensory input, and brain processing allow us to interact with the world [~8:35]; *Dr. Catania discusses comparative neurobiology and how studying different animals helps scientists understand how nervous systems are built and specialized [9:39]; *Lucy asks about technologies that have helped scientists understand the nervous system, including MRI and genetic manipulation [11:55]; *What brain circuitry is and how connections between neurons drive behavior [~13:05]; *How illusions (like the blue/black vs. gold/white dress) reveal how the brain processes sensory information [~14:35]; *Using fMRI to measure connectivity and activity in the brain—and what scientists mean by “higher” or “lower” circuit strength [16:13]; *Why understanding brain circuitry is critical for studying conditions like autism and ADHD [~17:35]; *Connecting neuroscience research to hierarchical systems—from behavior down to genes [~19:05]; *The “cold dog and fireplace” example—moving from behavior to brain regions to cells, proteins, and genes [20:31]; *Discussion of women in STEM: progress made, ongoing challenges, and mentorship as a source of pride [~23:05]; *Field-specific differences in representation of women, including contrasts with engineering [25:01]; *Advice for middle and high school students: follow your interests, don’t fear detours, and allow yourself to change direction [~26:05]; *Incorporating humanities into science education and the importance of communicating science clearly [~28:05]; *Vanderbilt’s first-year core course, “Science, Technology and Value,” and creating a common intellectual experience across disciplines [29:40]; *Why integrating science with humanities benefits both STEM and non-STEM students [32:01]; *Majors that bridge science and humanities, including communication of science and technology and medicine, health, and society [34:17]; Recommended science books for students, including The Beak of the Finch and Why Zebras Don't Get Ulcers[~37:05]; *Advice for students who feel pressured to choose a single academic pathway too early [38:42]; *Current neuroscience research Dr. Catania finds exciting: brain organoids and the future of personalized medicine [~41:05]; *Closing reflections on science, humanities, and intellectual curiosity [43:18]; *Episode wrap-up, listener feedback information, and acknowledgments of the Science Fare intern team [~43:50].

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormScience Fare Podcast website Dr. Elizabeth Catania is a neuroscience researcher, assistant professor, Director of Undergraduate Studies and Director of Independent Studies at Vanderbilt University. Dr. Catania earned her BA in Neuroscience from the University of Delaware, where she originally started as an English major, and earned her PhD in Neuroscience from Vanderbilt University. She also did a post-doctoral fellowship at the Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorder. She has researched how brain circuitry relates to social-emotional well-being. She currently teaches courses on nervous system development and endocrinology. In this MINI episode, Dr. Catania talks about her research, being a woman in science today, and her career path. Highlights of the episode:*Susan introduces the Science Fair podcast, its mission, and the mini-episode/full-episode format [0:03];*High school intern Lucy Pohl introduces today’s guest, Dr. Elizabeth Catania of Vanderbilt University, and summarizes her background in neuroscience and education [~0:55];*Lucy asks Dr. Catania about how her passion for science originated and how she became interested in neuroscience [~1:45];*Dr. Catania describes her early interests in the humanities and starting college as an English major [2:23];*How an introductory neuroscience course—taken largely by chance—sparked Dr. Catania’s love of neuroscience and led her to change majors late in college [~4:04];*Lucy asks Dr. Catania to explain what the nervous system is for listeners who may be unfamiliar with it [~4:30];*What the nervous system is and how the brain, spinal cord, and nerves allow organisms to sense and respond to the world [4:47];*Lucy asks about Dr. Catania’s research on the evolution of the nervous system [~5:40];*Introduction to comparative neurobiology and how studying different animals helps scientists understand nervous system structure and function [6:49];*Lucy asks about Dr. Catania’s experiences as a woman in STEM and how the field has changed over time [~7:30];*Progress and remaining challenges for women in science, including leadership and representation, and moments of pride as a mentor [9:03];*Advice for middle and high school students about following interests, changing paths, and not fearing academic detours [~9:15];*Lucy asks about current neuroscience research Dr. Catania finds especially exciting [~10:50];*Brain organoids: growing “mini-brains” from human cells and how they may transform neuroscience research and personalized medicine [11:17];*Lucy reflects on the conversation and thanks Dr. Catania for sharing her story and insights [~13:05];*Closing remarks, listener feedback information, sponsorship details, and acknowledgments of the Science Fare intern team [13:40]

Welcome to Science Fare, Season 4! Episodes every Monday, Feb - May 2026.

Pat Brown talks about his path to becoming a physician and scientist, the importance of a bench-to-bedside-back-to-bench approach in drug development, and targeted cancer therapy. Using his work in leukemia as an example, Pat talks about how changes at the level of DNA sequence change proteins and can lead to the development of cancer, and how scientists can use this knowledge to develop specific cancer treatments. Works cited in this conversation:The Emperor of All Maladies: A Biography of Cancer by Siddhartha MukherjeeJanet Rowley and her work on cancer genetics FLT3 inhibitors: a paradigm for the development of targeted therapeutics for paediatric cancer, in the European Journal of Cancer, March 2004 The biology and targeting of FLT3 in pediatric leukemia, in Frontiers in Oncology, September 2014 Episode highlights:*Susan introduces Pat [1:58];*Pat talks about his journey to becoming a physician and scientist focusing on pediatric leukemia [5:08];*What is leukemia? Pat gives us an overview [8:46];*Why leukemia has been at the forefront of cancer research and treatment [11:58];*Pat’s early research and clinical work in leukemia [13:38];*When, how, and why cancer treatment shifted from a one-size-fits-all approach to something more targeted [15:45];*Some of the specifics of Pat’s work — what is FLT3? Why is it important in leukemia? [21:12];*Pat’s work in developing clinical trials for treatments for children with leukemia — bench to bedside and back again [28:00];*Success with the small molecule lestaurtinib, a first-generation FLT3 inhibitor [30:10];*Pat’s group partnered with another company to produce a monoclonal antibody that could target FLT3 [31:12];*Main challenge with both treatments (and challenge with all cancer therapies) is cancer developing resistance to treatment — people try to prevent resistance with multimodal treatments [32:20];*Leads to the idea of personalized therapy — in each person, what are the genetic characteristics driving the cancer and can those be targeted with a cocktail tailored to that person? [35:40];*Liquid biopsy’s potential in helping us see solid tumor cancers earlier and more comprehensively [36:58];*Pat’s reflections on working in “translational medicine” — as a physician and a scientist — and the importance of bedside to bench as well as bench to bedside [39:21];*How working as a scientist in academia is different from working in industry [43:25];*What Pat is working on now, and his hopes for a decade or two out [50:04];*High school science portion of the episode — Focusing on leukemia as an example, Pat tells us how changes in the DNA sequence of a gene can result in cancer. This connects to one of the Next Generation High School Science Standards in Life Science, which states that students should be able to construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells [55:23];*Pat shares a memory from high school science [1:02:43];*Pat’s advice to high school students today who are interested in science [1:04:05]

Pat Brown is a Senior Clinical Trial Physician in Hematology Clinical Development at the pharmaceutical company Bristol Myers Squibb. (For listeners who aren't familiar with the word hematology, it means the study of blood and blood disorders.)Pat earned a bachelor’s degree in engineering from the United States Military Academy in West Point, NY, and a master’s degree in philosophy and politics from Oxford University in England. He then went on to get his medical degree from Medical University of South Carolina College of Medicine and then completed his internship and residency training in pediatrics at Johns Hopkins Hospital, followed by completion of fellowship training in pediatrics hematology/oncology in the joint Johns Hopkins/National Cancer Institute program. He joined the Johns Hopkins faculty as an instructor, and was then promoted to assistant, associate, and full professor of oncology and pediatrics and the director of the Pediatric Leukemia Program at the Sidney Kimmel Comprehensive Cancer Center, with a focus on childhood leukemia, which is a cancer of the blood and bone marrow. During his time at Hopkins, Pat has mentored many students who went on to impactful careers in academic and industry, and was honored for his teaching by several awards and being selected to teach for the premiere national board review course for pediatric hematology/oncology. His lab found that a gene called FLT3 (which was initially discovered by Dr. Brown's mentor, Dr. Don Small) is especially important in certain kinds of childhood leukemia that are especially hard to cure. His lab also identified and helped develop promising combinations of standard chemotherapy drugs and FLT3 inhibitors that can work together to more effectively kill leukemia cells. Episode highlights:*Susan introduces Pat [0:56];*Pat gives an overview of leukemia — what is it? And how does it help us understand other cancers? [3:36];*Pat explains how DNA mutations lead to cancer, and how those same mutations guide scientists to discover targeted cancer therapies [6:12]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guests today are Sam and Meg Lubner. They are cancer doctors, and they are married!Sam is a hematologist and oncologist at University of Wisconsin Health, and an associate professor at the University of Wisconsin School of Medicine and Public Health.Meg is a professor of radiology at the University of Wisconsin School of Medicine and Public Health in the section of abdominal imaging and intervention. Meg and Sam discuss how physics, chemistry, biology, and data science come together in modern medicine. Through real-world examples—CT scans, genetic mutations in cancer, and the use of AI in medical imaging—students see how foundational science concepts are applied to diagnose disease, design treatments, and make evidence-based decisions. Best fit for: High school biology, chemistry, physics, or interdisciplinary science; introductory college science coursesKey themes: Scientific modeling, structure–property relationships, genetics, medical imaging, AI and ethics, science communication*Susan introduces Sam Lubner, oncologist, and Meg Lubner, radiologist [0:38]; *Sam describes his unconventional path to medicine, from history major and sports radio to oncology [2:58]; *Sam discusses how his career evolved toward education, mentorship, and student leadership [5:19]; *Meg explains why radiology appealed to her, combining physics, chemistry, and patient care [7:44]; *Meg describes modern radiology, including image-guided procedures and patient interaction [10:05]; *Meg discusses the importance of mentorship and what made her teachers so influential [12:20]; *CT, ultrasound, MRI, fluoroscopy, and how different imaging tools answer different clinical questions [14:34]; *Life in the radiology reading room: collaboration, teaching, and learning in a shared space [16:48]; *Why physical proximity and shared workspaces matter for learning and patient care [19:02]; *Sam describes his roles as oncologist, fellowship director, and dean for students [21:21]; *The importance of understanding patients’ goals, quality of life, and side effects during cancer care [23:49]; *Team-based cancer care and close collaboration between oncologists, surgeons, and radiologists [26:07]; *Meg reflects on the emotional weight of oncology and Sam’s strengths as a communicator [28:32]; *Sam discusses compassion, physician wellness, and the human side of medical practice [30:54]; *Sam and Meg share insights from their talk on improving communication between oncologists and radiologists [32:19]; *Why word choice matters in radiology reports and how certain terms can alarm patients [34:41]; *The meaning of “progressive disease” and why precision in language is critical [37:04]; *Sam explains why clinicians should order imaging with clear hypotheses and specific questions [39:22]; *Radiologists as consultants: tailoring imaging and biopsies to clinical questions [41:43]; *Meg explains the physics behind CT scans and how ionizing radiation creates images [44:34]; *Hounsfield units, tissue density, and how radiologists distinguish cysts, tumors, fat, air, and bone [46:48]; *Radiology as “low-power microscopy” and the value of radiologic–pathologic correlation [49:16]; *Sam discusses targeted cancer therapies and genetic mutations such as KRAS [51:18]; *How basic biology, protein structure, and genetics drive modern cancer treatments [53:21]; *Meg explains how AI is currently used to triage imaging studies and detect urgent findings [55:40]; *AI tools for tumor detection, measurement, and automated image analysis [57:53]; *Opportunistic screening: extracting cardiovascular and metabolic risk data from CT scans [1:00:17]; *Bias, validation, and challenges in deploying AI tools in clinical practice [1:02:25]; *Advice for students interested in science: curiosity, persistence, and asking good questions [1:04:48]; *Why science matters—and encouragement for young scientists not to get discouraged [1:07:13];

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guests today are Sam and Meg Lubner. They are cancer doctors, and they are married!Sam is a hematologist and oncologist at University of Wisconsin Health, and an associate professor at the University of Wisconsin School of Medicine and Public Health where he directs the Hematology and Medical Oncology fellowship program. He specializes in gastrointestinal malignancies. Meg is a professor of radiology at the University of Wisconsin School of Medicine and Public Health in the section of abdominal imaging and intervention. Meg works in the field of radiomics — a field focused on the extraction of quantitative information from diagnostic images — and her research interests include new technology in CT scans — which means using radiation like X-rays for instance to create detailed, cross-sectional images of the body.In this MINI episode, Sam and Meg talk about the basic science behind how their cancer-fighting tools — imaging and targeted cancer therapies. This basic science is part of the high school science curriculum — the radiation that is part of the electromagnetic spectrum, and the notion that DNA mutates. Tune in on Thursday for the full-length interview!Highlights of the episode:*Susan introduces Sam and Meg and today’s topic [1:30];*Meg talks about imaging and how powerful it is as a tool in cancer care [3:25];*Sam talks about targeted cancer therapy [9:46];*Meg talks about changes in sampling of tumor tissue and imaging methods to try and maximize capturing the genetic profile of the tumor [13:02]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Kelly Knudson. This episode is an edited version of an episode released during Season One of the podcast. Kelly is a professor of Anthropology in the School of Human Evolution and Social Change at Arizona State University, and director of the Center for Bioarchaeological Research and the Archaeological Chemistry Laboratory.In this full-length interview, Kelly talks about what led her to pursue archaeological chemistry and shares how chemistry data helped her team reconstruct what happened at a 2,000-year-old site in Peru. She talks about how isotopes and the periodicity of atomic radii make this work possible. She then gives some advice to high school students interested in science. Resources:Center for Bioarchaeological Research at ASU Kelly’s paper in PNAS entitled “Feasting and the evolution of cooperative social organizations circa 2300 B.P. in Paracas culture, southern PeruThe Periodic Table on the NIST website Radium Girls by Kate Moore Highlights of the episode:*Susan introduces Kelly [1:15];*The field school in Chile that led Kelly to study archaeological chemistry at the University of Wisconsin-Madison and pursue archaeological chemistry as a career at Arizona State University [1:55];*How a summer program can have such an impact on one’s trajectory [6:10];*What Kelly’s job is like — directing the archaeological chemistry laboratory and teaching both undergraduates, graduate students, and post-doctoral scholars in the classroom and lab [6:50];*How one learns to run a lab [9:20];*Discussing Kelly’s paper in PNAS on feasting and social cooperation in Peru 2,000 years ago — how Strontium isotopes helped her team understand what happened at this archaeological site [10:40];*What Kelly and her team found based on the archaeological and isotopic evidence [16:58];*How to make strontium isotope maps of an area — in Peru, guinea pigs are an ideal way to do this [20:38];*How the archaeological and chemical evidence complemented each other in this study [29:00];*Why looting at archaeological sites is so problematic [31:14];*What happens when the archaeological and chemical evidence are at odds with each other? [31:40];*How archaeological chemistry as a field has changed during Kelly’s career [36:05];*What excites Kelly the most about his work [37:08];*Susan asks about the Arizona state high school chemistry standard that asks students to explain how the structure of atoms relates to patterns and properties seen in the periodic table [38:27];*Kelly explains that since strontium has a similar atomic radius as calcium because they are both in the same column of the periodic table — periodic trends! — strontium can substitute for calcium in bones [39:03];*Kelly’s advice for high school students interested in science, and especially something specific, like for example, archaeological chemistry [42:40]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Kelly Knudson. This episode is an edited version of an episode released during Season One of the podcast. Kelly is a professor of Anthropology in the School of Human Evolution and Social Change at Arizona State University, and director of the Center for Bioarchaeological Research and the Archaeological Chemistry Laboratory.In this MINI episode, Kelly talks to us about how archaeologists use strontium isotopes to determine where things found at an archaeological site are from, and draws on the concept of periodic trends, specifically atomic radius, to talk about how strontium isotopes can substitute for calcium in bone. Tune in on Thursday for the full-length interview!Highlights of the episode:*Susan introduces Kelly and today’s topic [0:56];*Susan gives a quick overview of isotopes [2:20];*Kelly talks about how strontium isotopes help archaeologists determine where things at an archaeological site are from [4:00]; *Susan asks about the Arizona state high school chemistry standard that asks students to explain how the structure of atoms relates to patterns and properties seen in the periodic table [9:22];*Kelly explains that since strontium has a similar atomic radius as calcium because they are both in the same column of the periodic table — periodic trends! — strontium can substitute for calcium in bones [9:50]