Jeffrey A. Riffell
Research Associate
ARL Division of Neurobiology
Research Associate
ARL Division of Neurobiology
Research
My primary research interests are in chemosensory ecology and physiology, which pertains to understanding the influence of chemical signals on ecological interactions, and the underlying physiological mechanisms by which these chemical cues control animal behavior. From the spatial scale of a sperm cell, to that of a macroorganism, the ability to locate the source of a chemical cue mediates many critical ecological and evolutionary processes in both marine and terrestrial environments. My research focuses on the navigation strategies employed by single cells and macroorganisms, and how the physical and chemical environment shapes the behavioral responses and the sensory systems at these two scales. I ask, how does the physical environment affect the chemical signal reaching the receiver, how does this shape the behavioral strategy used by the animal or single cell, and are there differences between the signals and sensory systems that operate in different spatial scales and physical environments? To meet this task, my work seeks to developed new instrumentation and analytical techniques for identifying the structure and concentrations of critical signal molecules while measuring their distributions over time and space scales relevant to olfactory information processing. Through field and laboratory studies, my research seeks to find the similarities and differences between chemical communication systems and their roles in regulating ecological interactions.
Teaching
As a postdoctoral researcher, I participate in the National Institute of Health’s Institutional Research and Academic Career Development Award (IRACDA). This initiative allows postdoctoral researchers the ability to fulfill the roles of educator, mentor and researcher. From the pedagogical training and teaching experience this program provides program, I believe that teaching is a process where the instructor must ignite student interest and enthusiasm into the subject material. My experience as a teaching assistant, mentor, and adjunct faculty has demonstrated to me that students learn best in a classroom environment which is conducive to intellectual and educational development by fostering inquiry-based learning techniques. The goal then, is to promote critical thinking and an appreciation for the course. I believe that this can be accomplished through targeting 3 specific topics: ( i) communication and participation, (ii) mentoring, and (iii) student development. Together, these principles are useful for both undergraduate and graduate courses, yet, adjustment is needed according to the audience.
Mentoring
Mentorship is a key component for a student’s educational development. Student access to a network of mentors, role models and institutions gives them the opportunity to explore areas in science they may not have considered, nor been able to navigate successfully without guidance. Successful mentorship programs I have worked with include: NSF Research Experience for Undergraduates (REU), Undergraduate Biology Research Program (UBRP), the Work Study program, and the PERT program. These programs are successful in increasing participation of and recruitment of underrepresented groups into the sciences. From my own experience in mentoring high school students, undergraduates, and graduate students, I think students with a supportive and intellectually stimulating research environment will give them an ability to work independently, confident to try novel approaches, and the resilience to deal with the frustration of research. When I reflect upon the relationships I have had with my own advisors, I realize that the mentors I have learnt the most from are those who have treated me as their colleague. This respect I wish to extend to my students.
