Graduate Students – CIRCLE Lab (2024)

Anais Rodriguez-Thompson

anaisrt@live.unc.edu

Anais is a graduate student in UNC’s Clinical Psychology program under the mentorship of Dr. Margaret Sheridan. She is currently completing her internship at Durham VA Medical Center.

She received her B.A. in Psychology from Columbia University in 2015. After graduation, she worked in Dr. Joshua Roffman’s Brain Genomics Laboratory at Massachusetts General Hospital, where she investigated the effects of folate exposure on brain development and risk for schizophrenia. As a graduate student, Anais studies reward and emotion interactions on cognitive control during adolescence to predict the development of psychopathology. Her research is supported by the NSF Graduate Research Fellowship Program (GRFP). Anais has participated in UNC Haven Training. (Pronouns: she/her/hers)

Angelina Pei-tzu Tsai

peitzu@ad.unc.edu

Angelina is a fifth-year graduate student in the Clinical Psychology program. She obtained her MS in Engineering at the Carnegie Mellon University. After graduating, she has been working in tech as a Director for New Program Initiative (NPI) development. At UNC, Angelina studies quantitative modeling to improve diagnostic efficiency in predicting developmental psychopathology on adolescents. She aims to develop culturally-adaptive assessment in accessing complex trauma and leverage her engineering skills to investigate impact of early adversity on neural development. (Pronouns: she/her/hers)

Angelina Pei-tzu Tsai’s Google Scholar Page

Carrington Merritt

carritt@live.unc.edu

Carrington is a graduate student dually enrolled in the Clinical and Social Psychology programs at UNC. Prior to being a graduate student, she worked as an undergraduate research assistant in the Carolina SNH lab while obtaining a B.A. in Psychology at UNC. Carrington’s graduate research combines clinical psychology and social neuroscience approaches to address the physiological and neural mechanisms through which racism-related stress confers risk for poorer mental health and psychopathology among racial/ethnic minorities. (Pronouns: she/her/hers).

Carrington Merritt’s Google Scholar Page

Esmeralda Navarro

enavarro@unc.edu

Esmeralda Navarro is a graduate student in the Clinical Psychology program from East Los Angeles, California. She received her BA in Psychology and Biology from Williams College in 2019. After graduation, she worked at the Icahn School of Medicine at Mount Sinai under Dr. Megan Horton. There, she explored the effects of early life metal exposure on brain development and psychological health. Broadly, Esmeralda is interested in investigating the relationships between early adversity, neural development, and risk and resilience to psychopathology.

Esmeralda Navarro’s Google Scholar Page

Lucy Lurie

llurie@email.unc.edu

Lucy is a graduate student in the Clinical Psychology program. She received her BA in Psychology and French Studies from Lewis & Clark College in 2015. After graduating, Lucy spent a year teaching English in France in several elementary schools. She later joined Kate McLaughlin’s Stress and Development Lab first at the University of Washington, and later at Harvard University, as a research coordinator. As a graduate student, Lucy is interested in studying the impact of early adversity on the neural correlates of language and executive function development to confer risk for psychopathology. (Pronouns: she/her/hers)

Lucy Lurie’s Google Scholar Page

Madeline Robertson

madeline.robertson@unc.edu

Madeline is a graduate student in the Clinical Psychology and Behavioral & Integrative Neuroscience programs working under the mentorship of Drs. Margaret Sheridan and Charlotte Boettiger. She is currently completing her internship at the UNC-CH School of Medicine.

Before coming to UNC, Madeline obtained a BS in Neuroscience from the University of New Hampshire, and a MS in Neurobiology from Northwestern University. After graduating, Madeline joined the Sensorimotor Integration Laboratory at Massachusetts General Hospital where she investigated the neural correlates of behavioral dysfunction to aid in the development of a novel approach to treating neuropsychiatric disorders with closed-loop deep brain stimulation. At UNC, Madeline aims to utilize behavioral testing, neuroimaging, electrophysiology, and non-invasive brain stimulation to study the role of frontal lobe connectivity in governing behavioral flexibility in individuals exposed to adolescent binge drinking and forms of early adverse experience. (Pronouns: she/her/hers)

Micaela Rodriguez

micaelaa@unc.edu

Micaela is a graduate student in the Clinical Psychology program. In 2019, she graduated magna cum laude with a B.A in Psychology from Stony Brook University. After graduation she served as a research coordinator at Dr. Kristin Bernard’s Developmental Stress and Prevention Laboratory in New York. At UNC, Micaela aims to study the underlying neurobiological and psychophysiological mechanisms of resilience and the risks of psychopathology following exposure to early life adversity. Her research is supported by UNC’s David and Maeda Galinsky Graduate Student Fellowship and the NSF Graduate Research Fellowship Program (GRFP).

Nicolas Murgueitio

jnicolas@email.unc.edu

Nicolas is a graduate student in the Developmental Psychology PhD Program at UNC working with Drs. Cathi Propper and Margaret Sheridan. Before coming to UNC, he worked as a research assistant on studies looking at the epidemiology of childhood violence in Ecuador, and the emotional and neuropsychological development of youth in foster care. His research has 4 themes: 1) Exploring how childhood adversity, particularly threat, impacts the development of emotional learning and memory systems, and their underlying neurobiology; 2) The neural correlates of children’s processing and preference of parents and parental-related cues and information; 3) The role of the gut microbiome on neuro-affective development; and 4) Measurement of adversity in children and families. (Pronouns: he/él).

Nicolas Murgueitio’s Google Scholar Page

Michelle Shipkova

mshipkov@unc.edu

Michelle is a graduate student in UNC’s Developmental and Social Psychology programs from Los Angeles, California. She graduated summa cum laude from Loyola Marymount University in 2022 with a B.A. in Psychology and Theater Arts. Working with Drs. Kristen Lindquist, Margaret Sheridan, and Eva Telzer, Michelle is interested in using neurobiological methods to study how early adverse experiences and social contexts (e.g., peer influence, parent-child relationships) impact emotional development in childhood and adolescence. Her research is supported by the NSF Graduate Research Fellowship Program (GRFP). (Pronouns: she/her/hers)

Michelle Shipkova’s Google Scholar Page

Graduate Students – CIRCLE Lab (2024)

FAQs

What questions should I ask graduate students before joining a lab? ›

(Bold questions are especially important) Tell me about your Research and the ongoing projects in the lab? (Their Research Abstract can be out of date.) What do you expect from a Rotation Student in your lab? What do you expect from a Graduate Student in you lab? What do you see as your role as a thesis advisor?

Is it good to join a new lab? ›

You'll have better access to the lab leader.

New labs also tend to be smaller labs. So while PhD researchers in a larger lab may have little sought-after contact with PIs, researchers in newer, smaller labs get more attention.

How to be a good grad student on Reddit? ›

  1. Remember that this is about discipline, not motivation. ...
  2. Spend a bit of time reading up on project management and time management approaches. ...
  3. Break your work down into increasingly smaller tasks, and focus on what specific tasks you're going to achieve in the next hour, the next day, the next week.
Feb 27, 2024

What do professors look for in PhD students on Reddit? ›

Lets put aside all the hard skills (that may vary a lot from field to field), PhD candidates should be motivated, show real interest in the subject and, above all things, be able to handle a time schedule/overcome small problems at the lab.

What questions should I ask current grad students? ›

Questions to ask the Graduate Students
  • What do you know now that you wish you knew before you got here?
  • Do you have any complaints about your experience?
  • Are there departmental norms or hierarchies I should be aware of? ...
  • Where do most graduate students live?
  • What do people do in their free time?

How do I ask a PI to join their lab after rotation? ›

At the close of a rotation, you should set up an “exit” meeting with your PI. If you've enjoyed the rotation and would consider joining the lab, you should express your interest and ask if the PI if joining the lab would be an option once you've completed your remaining rotations.

Are lab classes difficult? ›

Lab-based courses typically require specialized equipment and supplies, making them among the most difficult types of courses to transition into an online format.

Is it hard to get into a research lab? ›

Research labs in the department are usually crowded and not every student can obtain a position. Therefore, you need to be very committed and diligent. You will be asked to work hard and devote a lot of time and energy to your research project. Only do this if you are serious about gaining research experience.

Why can a new lab be a valuable destination for postdocs and graduate students? ›

The upsides of a new lab

Graduate students and postdocs are likely to have a lot of in-person contact with the lab leader, something that doesn't always happen in bigger, more-established labs. Triantou says that she can knock on Imbeault's door whenever she has a problem, a question or a new idea.

Is grad school hard for everyone? ›

Broadly, your program's level of difficulty can vary depending on your field of study, type of degree, and school. Whether or not your program feels hard to you can depend on your learning style and preferences, and how well those align with your program of choice.

How do you stand out for grad school? ›

Make your application stand out with these 7 tips
  1. Research and target the right program. ...
  2. Choose references who know you best. ...
  3. Craft a compelling, honest personal statement. ...
  4. Make your academic writing shine. ...
  5. Make a personal connection. ...
  6. Prepare for and ace the interview. ...
  7. Lean into admission for assistance.

What not to ask a PhD student? ›

3 questions you should never ask a PhD student
  • When are you done? ...
  • What exactly is your subject? ...
  • Why don't you just take a break from it?
Jan 13, 2018

What GPA do PhD programs look at? ›

Your GPA in undergrad is the single most important factor in PhD admissions. If your GPA is too low your application will be dismissed out of hand. While there are no hard limits, we suggest a minimum GPA of 3.5 for serious contention, especially at top schools.

How hard is it to get a job as a professor with a PhD? ›

Remember, it's a huge challenge to find a job as a full-time professor, especially if all you have is a PhD but no major publications. So be sure to focus on not only producing a great dissertation but also contributing to essays and other research projects.

What questions should I ask graduating students? ›

High school reflections:
  • Do you have a favorite high school memory?
  • Which teacher or staff member had the biggest impact on you? ...
  • Which peers or friends had really positive influences on you? ...
  • What extracurricular activity are you most proud of participating in?
May 9, 2024

What questions should I ask about lab culture? ›

Questions for members of the lab:

What is the lab culture? Some examples: Does the PI celebrate achievements, birthdays, encourage teamwork? What is the dominant language? Are the work hours rigid or flexible (“whatever it takes” to get the job done)?

What questions to ask on grad school visits? ›

Graduate Student Support
  • Is there a diverse group of students, faculty, and administrators?
  • Is there support for the needs of students from all backgrounds?
  • Are there regular followup meetings with graduate students?
  • Are there symposia on issues pertaining to graduate students?

What questions should I ask in a grad school information session? ›

  • • How much emphasis is put on research, teaching, or professional experience? • Are assistantships available in the department or on-campus? ...
  • • What % of students are accepted? ...
  • • How available are faculty to the students? ...
  • • ...
  • • ...
  • • Is there residential Grad school housing? ...
  • • Where are past students employed?

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