Kayla C. De Lorme Michigan State University Department of Psychology Behavioral Neuroscience Program 293 Farm Lane, 108 Giltner Hall East Lansing, MI 48824 517.449.8975 delorme1@msu.edu EDUCATION Michigan State University, East Lansing, MI, present Ph.D., Psychology with concentration in Behavioral Neuroscience (ABD, expected graduation: Summer, 2013) Cumulative GPA: 3.75/4.0 Thesis: Pubertal hormone-dependent and independent maturation of adult social cognition. Mentor: Dr. Cheryl Sisk Michigan State University, East Lansing, MI, 2009 M.A., Psychology with concentration in Behavioral Neuroscience Cumulative GPA: 3.71/4.0 Thesis: Contribution of pubertal hormones to the establishment and maintenance of dominantsubordinate relationships between males in adulthood. Mentor: Dr. Cheryl Sisk Hamline University, St. Paul, MN, 2005 B.A., Psychology and Biology Double Major Academic advisors: Drs. Matthew Olson (Psychology) and Presley Martin (Biology) Cumulative GPA: 3.5 / 4.0; Psychology GPA: 3.9 / 4.0; Biology GPA: 3.2 / 4.0 Honor of Distinction in Psychology Honors Thesis: Investigating the cognitive effects of soy isoflavones on young women and men. Mentor: Dr. R. Kim Guenther MEMBERSHIPS The National Honor Society in Psychology (Psi Chi) Society for Neuroscience Society for Behavioral Neuroendocrinology FELLOWSHIPS Dissertation Completion Fellowship, Michigan State University Neuroscience Program Training Grant, Integrative Neurobiology of Social Processes (5T32MH070343), Summer, 2013 Predoctoral Fellowship, Michigan State University Neuroscience Program Training Grant, Integrative Neurobiology of Social Processes (T32MH070343-05), 2008-2009 TEACHING EXPERIENCE Instructor, Abnormal Psychology, Department of Psychology, Michigan State University, 2010 Stimulated learning and discussion through direct and active learning techniques Prepared and presented lectures using PowerPoint Utilized multi-media to enhance learning Used online learning management system to communicate with students, post grades, and organize class materials 1
Created multiple choice exams Set guidelines for and graded term papers Composite course evaluations on a 1 (superior) - 5 (inferior) scale: o Instructor involvement: 1.95 ± 0.10 o Student instructor interaction: 1.87 ± 0.13 o Course organization: 1.97 ± 0.05 Graduate Teaching Assistant, Introduction to Psychology (3 semesters), Abnormal Psychology, Psychology of Women, Data Analysis and Psychological Research, and Brain and Behavior (online), Department of Psychology, Michigan State University, 2007-2011 Prepared and presented multiple lectures on various topics in Psychology Arranged and held review sessions for students Helped students one-on-one and in small groups with questions, study tips, and reviewing exams Held weekly office hours Kept grades for classes students using Microsoft Excel Used online learning management system to communicate with students, post grades, and organize class materials Created exams with original exam questions and using question banks Read and graded papers pertaining to General Psychology and Psychology of Women Created grading rubrics and graded homework sets and exams for Data Analysis and Psychological Research Laboratory Instructor, Summer School in Behavioral Neuroendocrinology, Society for Behavioral Neuroendocrinology, Michigan State University, 2009 Instructed undergraduate students in performing gonadectomy surgeries and hormone replacement Assisted in laboratory activity investigating male and female sexual behavior in rodents RESEARCH INTERESTS Adolescent development Behavioral Neuroendocrinology Social behavior and cognition Social experience RESEARCH EXPERIENCE Graduate Research, Department of Psychology, Michigan State University, East Lansing, MI, 2007- present Currently working on dissertation: Pubertal hormone-independent and dependent maturation of adult social cognition. Train and mentor graduate and undergraduate students Writing manuscripts for publication Published data investigating the organizational effects of pubertal testosterone on the brain and adult social behavior Give oral presentations regarding data and future directions during committee meetings, public seminars, and lab meetings Utilize various lab skills such as behavior testing and analyzing, brain sectioning, nissl staining, immunohistochemistry, microscope work, and statistical analysis Mentor: Dr. Cheryl Sisk 2
Junior Scientist, Psychiatry Department, University Of Minnesota Medical School, Minneapolis, MN, 2005 2007 Trained undergraduate and graduate students in various lab protocols Wrote manuscripts for publication Designed protocols for future experiments Performed receptor function and radioligand binding assays Cultured and maintained mammalian cell lines Mentor: Dr. Esam El-Fakahany Independent Honors Research, Department of Psychology, Hamline University, St. Paul, MN, 2004-2005 Investigated the cognitive effects of soy isoflavones on young women and men Found that soy improves certain cognitive abilities in both young women and men Created own research question and design Recruited participants and administered soy and placebo supplements and cognitive tests measuring visual spatial ability and verbal fluency to participates Analyzed and interpreted data Defended research and passed without needing revisions Presented and orally defended results for the Biology Department Seminar Presented research at the Midwestern Psychology Association conference in Chicago, IL Mentor: Dr. R. Kim Guenther Research Associate, Hennepin County Medical Center Emergency Room, Minneapolis, MN, 2003 Interacted with individuals from diverse backgrounds Communicated with nurses and doctors in a fast pace setting Administered questionnaires to emergency room patients Recorded heart rate and brain activity of patients under various conditions PROFESSIONAL DEVELOPMENT Preaching What You Practice: Teaching Undergraduate Research, Neuroscience Program Seminar, Michigan State University, 2012 Presented by William Grisham, the editor-in-chief of Journal of Undergraduate Neuroscience Education Learned new and effective practices in teaching undergraduate neuroscience Received resources to help promote hands-on learning through in-class skill-sets Teaching College Science, Science and Math Education Department, Michigan State University, 2010 Studied the theory and practice of student-centered college teaching in the sciences. Learned the basics of curriculum design, effective use of a range of teaching and assessment strategies, and how to best use instructional technology. Created two 10-minute lectures regarding Behavioral Neuroscience incorporating various teaching techniques to a small group of evaluators. Designed a Brain and Behavior course in a small group including a syllabus, type of assessment, and prepared an individual lesson plan. Presented part of a lesson plan covering Chemical Communication between Neurons to a large group, which also included an active learning component. Teaching of Psychology Seminar, Department of Psychology, Michigan State University, 2010 Learned how to write an effective syllabus to inform my students how to proceed through my course and succeed. 3
Wrote a plan for my first day of teaching an Abnormal Psychology class and explained orally the reasoning for my plan. Conducted an observed class session on Schizophrenia that included an enhanced lecture component and activity segment. Created test questions and criterion checklists for one exam and one project in Abnormal Psychology and explained orally how they are consistent with the objectives, information, and practice of the segment. Defended orally how I would respond to a given teacher-student conflict or a teaching problem. ANGEL online software management workshops, Libraries, Computing & Technology Training Program (LCT), Michigan State University, 2011 ANGEL Introduction ANGEL Gradebook ANGEL Assessments Conflict Management Workshop, Michigan State University Graduate School, 2010 Developed communication and conflict management skills through discussion and small group activities Learned effective strategies to prevent and resolve conflicts COMMUNITY OUTREACH Brain Awareness Week, Society for Neuroscience, Michigan State University, 2009-present Interacted with elementary school aged students (grades 3 rd - 5 th ) to raise awareness about science and the nervous system Led classroom activities and discussions pertaining to the anatomy and function of the nervous system Managed Brain Stations in which I discussed and answered questions regarding the brain and nervous system across species with students Led activities and discussions pertaining to sensation and perception with students Student Outreach, Marble Elementary School, East Lansing, MI, Spring 2012 Interacted with a 4 th grade class to raise awareness about science and the nervous system Led classroom activities and discussions pertaining to the anatomy and function of the nervous system Led activities and discussions pertaining to sensation and perception and motor movement with students RESEARCH ARTICLES De Lorme K.C., Bell M.R., and Sisk C.L. 2013. Social Reorientation and the Adolescent Brain: The Role of Gonadal Hormones in the Male Syrian hamster. Invited special issue review for Current Directions in Psychological Science. In press. De Lorme K.C. and Sisk C.L. 2013. Pubertal testosterone programs context-appropriate agonistic behavior and associated neural activation patterns in male Syrian hamsters. Physiol Behav. Feb 15. doi: 10.1016/j.physbeh.2013.02.003. [Epub ahead of print] Bell M.R., De Lorme K.C., Figueira R.J., Kashy D.A., and Sisk C.L. 2012. Adolescent gain in positive valence of a socially relevant stimulus: engagement of mesocorticolimbic reward circuitry. Eur J Neurosci. 37(3):457-68 4
De Lorme K.C., Bell M.R., and Sisk C.L. 2012. Maturation of social reward in adult male Syrian hamsters does not depend on organizational effects of pubertal testosterone. Horm Behav. 62:180-185. De Lorme K.C., Schulz K.M., Salas-Ramirez K.Y., and Sisk C.L. 2012. Pubertal testosterone organizes regional volume and neuronal number in the medial amygdala of adult male Syrian hamsters. Brain Res. 1460: 33-40. Grant M.K., Noetzel M.J., De Lorme K.C., Jakubik J., Dolezal V., El-Fakahany E.E. 2010. Pharmacological evaluation of the long-term effects of xanomeline on the M 1 muscarinic acetylcholine receptor. PLoS ONE. 5(12): e15722. De Lorme K.C., Grant M.K., Noetzel M.J., Polson S.B., and El-Fakahany E.E. 2007. Long-term changes in the muscarinic M1 receptor induced by instantaneous formation of wash-resistant xanomeline-receptor complex. J Pharmacol Exp Ther. 323(3):868-76. De Lorme K.C., Sikorski K.L., Grant M.K., and El-Fakahany E.E. 2006. Long-term wash-resistant effects of brief interaction of xanomeline at the M1 muscarinic receptor. Neurosci Lett. 410:11-14. CONFERENCE PRESENTATIONS De Lorme K.C. and Sisk C.L. 2012. Pubertal testosterone organizes cingulate cortex and lateral septum to regulate socially appropriate flank marking behavior during male-male interactions. Society for Neuroscience. De Lorme K.C. and Sisk C.L. 2012. The contribution of pubertal testosterone to social proficiency in adult male Syrian hamsters. Society for Behavioral Neuroendocrinology. De Lorme K.C., Bell, M.R., and Sisk C.L. 2011. Adolescent acquisition of the rewarding value of female sensory stimuli is independent of pubertal gonadal hormones in male Syrian hamsters. Society for Behavioral Neuroendocrinology. Bell, M.R., Meerts, S.H., De Lorme K.C., and Sisk C.L. 2011. Behavioral and corticolimbic responses to a rewarding social cue mature over adolescence in male Syrian hamsters. Society for Behavioral Neuroendocrinology. Bell, M.R., Meerts, S.H., De Lorme K.C., and Sisk C.L. 2011. Testosterone-treated juvenile male Syrian hamsters show a conditioned place preference for vaginal secretions. Society for Neuroscience. De Lorme K.C. and Sisk C.L. 2010. Contribution of pubertal hormones to the establishment and maintenance of dominant-subordinate relationships between adult male hamsters. Society for Neuroscience. De Lorme K.C., Schulz K.M., Sisk C.L. 2009. Effects of pubertal testosterone on medial amygdala and ventromedial hypothalamus volume in adulthood. Society for Behavioral Neuroendocrinology. Molenda-Figueira H.A., Bell M.R., De Lorme K.C., Figueira R.J., Venier J.E. and Sisk C.L. 2009. Pairhousing and testosterone during puberty differentially affect adult sexual behavior in male rats. Society for Behavioral Neuroendocrinology. Molenda-Figueira H.A., Karanikas C.A., Lawrence B.M., Nichole L.R., Figueira R.J., Bell M.R., De Lorme K.C., Venier J.E. and Sisk C.L. 2008. Adolescent social stimulation does not compensate for the absence of pubertal testosterone in male Syrian hamsters. Society for Neuroscience. 5
De Lorme K.C., Sikorski K. L., Grant M. K., and El-Fakahany E. E. 2006. Latent effects of brief xanomeline treatment on M1 muscarinic receptors. Society for Neuroscience. Kayla De Lorme De Lorme K.C and Guenther R.K. 2005. Investigating the cognitive effects of soy isoflavones on young women and men. Midwestern Psychology Association. 6