Framed by lab beakers, with a Phosphorylation Cascades chart serving as a backdrop, Christine Broussard, Ph.D., is known for her passionate work ethic that has prompted her students to excel, and for making sure equipment funding is in place so that her students have the necessary scientific tools for a quality educational experience. / photo by Michael D. Martinez

by Jamie Ondatje
photography by Michael D. Martinez

Don Sortillon sits in the laboratory and carefully places test tubes into a large flow cytometer machine. It is Friday afternoon, and he’s wearing a white lab coat and rubber gloves. He waits patiently for the machine to obtain a sufficient sample from the test tube and observes the florescent images of T-cell samples projected on the adjoining computer screen. Don is not a scientist at the National Institute of Health; he is a senior biology student at the University of La Verne. Because of modern equipment, such as the flow cytometer that biology professor Christine Broussard has brought to the University of La Verne, students like Don can gain hands-on experience and perform high quality research that will aid them in their careers. “The ability to go into the lab and be hands-on and relate what you learned in class to actual practical uses helps you build upon that [knowledge] for the future,” says Don. “It will help me be a better all-around scientist.”

Professor Broussard obtained the flow cytometer in 2003 from the California Technical Institute of Technology. “This flow cytometer was one that was replaced by a newer model, so it was sitting around doing nothing, although it was in perfectly good shape,” says Christine. A brand new flow cytometer would have cost the biology department approximately $150,000, but this lightly used machine only cost the department $25,000.

Christine’s dedication has also led her to secure more than $1,250,000 in grants for research and supplies in the biology department. “Her grant writing has allowed us to purchase a great deal of high quality equipment,” says Dr. Jeffery Burkhart, former chair of the biology department. “She’s made a mark in the time that she’s been here.”

A creative approach to learning

When she was first hired in 2001, Christine began implementing her philosophy on active learning. In one of her first La Verne molecular biology classes, her students cloned a gene from one organism and placed it into another. Pleased with the positive response, she continued to develop hands-on activities for students to learn new material. “I wanted to come up with ways that would be more effective for students to make sure that they were learning; that they were moving on to the next step,” Christine says. “That experience really heavily influenced my attitude about learning.”

To continue to provide hands-on experiments for students, she began applying for grants to fund more effective lab activities. One such grant she obtained in 2003 for the department is the National Science Foundation Course, Curriculum and Laboratory Improvement Grant. With this funding, Christine has promoted curriculum development in La Verne lab courses to allow them to be more experimentally based. “I’ve had two or three students who I know for certain wouldn’t have finished their degrees if it hadn’t been for their experience in the classes that we developed as a result of the grant,” she says.

Christine’s passion radiates as she recalls classroom experiences with specific students and how much they grew over the course of a semester. “I love teaching these classes [cell biology and developmental biology] the way that we teach them because I can watch the students really develop their skills and develop their confidence,” she says. “It’s really rewarding to see students who might have struggled actually succeed and go on and do things that they’d like to do.”

In her mission to develop a successful learning environment, she has led seminars at several national conferences on science education and is a core part of a nation-wide movement to change the way that science is taught in the United States. These conferences allow for dialogue between undergraduate science and biology professors who are trying to gather resources and provide support for each other. “We are trying to move away from what we call ‘cookbook labs’ to students actually having research experiences in their labs,” Christine says. “I found that students seemed to be more engaged in their learning if there was a reason for them to be learning about it, instead of just doing something in lab because the book says so.”

“She has high standards; her classes are rigorous,” Professor Burkhart says. “She teaches a great deal of laboratory and hands-on techniques, and her students are involved in high-quality research.”

The effects of Christine’s teaching techniques are proving to have a positive impact on students. She shares that the on-time graduation rate for biology students has dramatically improved. In the past, about 30 percent of La Verne biology students finished their degrees in four years; now more than 70 percent finish in four years. “It’s helped to raise our status on campus. We’ve had considerable success over the past five years,” Jeffery says. “The momentum that is built toward the success we’ve had recently has been largely from her.”

Her students agree that although Professor Broussard’s classes may not be easy, they encourage students to challenge themselves to reach their fullest potential. “She has set the bar for other professors and pushed people to do things that I don’t think they would have done otherwise,” says Lab Manager Teddy Schanes, a junior. “She’s insured that we have the latest technology, and she has made sure that everyone is performing to their fullest abilities.”

“She’s one of the most productive of our faculty members,” Jeffery says, as he struggles to lift two bulging files from his file cabinet, which contain all of Christine’s grants and other projects.

Funding a dream

Aside from her work with grant proposals and curriculum development, Christine has also made it her mission to bring the Robert Noyce Teacher Scholarship Program to ULV students. Students who receive this scholarship gain up to $15,000 during their junior and senior years and during their one year in the credential program. Due to the dedication of Christine and her work in applying for the scholarship, ULV was awarded a five-year grant for the program in June 2009. With this funding, the biology department is able to support four students—usually two undergraduates and two graduates—each year. “It’s really helped students financially who might not have been able to continue,” Christine says.

Her research passions

In addition to her time spent on applying for grants, Christine conducts research in the area of developmental immunotoxicology, which examines the impact of environmental toxicants on the development of the immune system in embryos.

The research she does with undergraduate students focuses on the class of molecules termed endocrine-disruptors. EDCs are present in many products that are used daily, such as personal care products, pharmaceuticals, plastic and pesticides. Recent studies suggest that EDCs negatively influence the immune system, potentially leading to immune diseases like asthma, allergies, autoimmune disease, ear infections and poor vaccine responses. The environmental exposure, especially during fetal development, may be a significant factor in the development of immune disease. “This is research that has important significance to us in understanding how these chemicals influence life forms of various sorts,” Jeffery says.

She has been working on this research project since 2004 and recently received a $200,000 grant from the National Institutes of Health (NIH), which allows Christine to conduct more in-depth research. The proposal for the grant included research from undergraduate students who have worked with her on the project during the last five years. “She can look at a profile and see research being conducted 50 years from now, ensuring that other countries, not just our own, understand what’s actually going on at a molecular level; she sees the future,” Teddy says of Christine’s research.

Her research examines diethylstilbestrol, a model estrogen once used for medicinal purposes, now linked to autoimmune disease, as well as methoxychlor, a recently banned pesticide that is manufactured in the United States yet still shipped to other countries. “We’re doing this because it’s not just affecting our generation or her generation; it’s affecting future generations,” Teddy says.

Christine and her students hope to publish the results of their research to aid the federal government in policy-making. Ultimately, they would like the Environmental Protection Agency to adopt “immune endpoints” to investigate before licensing a chemical, thereby ensuring that it is not harmful.

Bringing life into the lab

Aside from all of her projects on the La Verne campus, Christine takes the time to get to know her students on a personal level and ensures that they are doing everything they can to succeed. “She sees the potential in everybody, and she expects the best,” Teddy says. “Through seeing her view of you, it makes you do everything you can to become that person she sees.”

What is so distinct about Christine is that in a field where professors can easily get caught up in research, statistics and by-the-book teaching methods, she glows with enthusiasm for creative teaching and excitement for her students. “She brings life to people,” says student Don Sortillon. “Her excitement and her passion for what she does inspires me to do better.”

It is apparent by her curriculum improvements in the biology department and all of the hard work she has put into obtaining grants for student research how much Christine Broussard cares about students learning and succeeding. “I really love my job,” she says. “When you’re doing something you love, it doesn’t feel like work; it feels like fun. So, it’s not hard to find time for it.”

Right at home amidst precision scientific instruments and with her senior students, (l to r) Faraj Mourad and Don Sortillon close by, Dr. Christine Broussard spends many hours in the lab each week with research hopes of eliminating harmful endocrine disruptors from people’s everyday lives. / photo by Michael D. Martinez

Robert Noyce Scholarship

The Robert Noyce scholarship attempts to remedy a problem in United States education: not having a sufficient number of math and science teachers. The purpose of the program is to prompt students to actively consider teaching and to provide them with the education they need to teach.

The scholarship provides monetary support for students who are math or science majors and who are interested in a teaching career. To qualify, students need a minimum 3.0 GPA and must be eligible for the teaching credential program. The scholarship is not need-based and is open to all students. It serves as an additional support to financial aid.

Scholarship recipients must also complete a “payback” period, which requires that for every year they received the scholarship, they teach at an underserved school.

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Professor Jerome Garcia’s teaching tools are always out on display, not only for a day’s discussion but also as a constant reminder to his students that they are there to learn about the body’s many processes. / photo by Michael D. Martinez

by Natalie Veissalov
photography by Michael D. Martinez

Accountability was not always on Jerome Garcia’s mind. Speaking now as associate professor of biology at the University of La Verne, Jerome says that as a first generation student—the first in his family to ever attend college—it was not easy to have the perseverance and the strength to get through the University of La Verne. Jerome says faculty now remember him as being a great La Verne student. He says this is because they recall the end result rather than the beginning. But he remembers being a wily student. Actually, he uses stronger words than that, starting by saying he barely passed his required writing courses freshman year. He recalls taking them for credit rather than for a letter grade so his true grade, a low “C,” would not show on his transcript.

Sitting on a classroom chair in the ULV chemistry lab, dressed in khaki pants, a white dress shirt and an emerald green tie with the name “University of La Verne” printed at tie bottom, the newly named chair of the biology department recalls with a sense of humor and humbleness being a first generation student at La Verne. Now he is giving the lectures. And he has hard won advice for those who follow as first generation students.

Jerome was the first in his family to attend a four-year college although his two older brothers first attended a community college. In a University-wide convocation speech Sept. 2, 2009, he made it known that his father had only $500 and many dreams when he immigrated to the United States. One wish was for his children to attend college.

As a La Verne student, Jerome says he had many friends. But it was in college where he started to compare himself. He recalls that most of his friends had bank accounts and were able to go out and eat. He could not engage in this or other small luxuries. “My unedited thoughts went something like, ‘My classmates are more prepared and smarter than I am. I have never seen so many white people. They all have brand new cars. College is too hard. I want to go home.’ But I never had to ask for help that semester because my professors gave it to me whether I wanted it or not.”

Being a first generation student was confusing. “I had no idea about the obstacles of applying for college,” Jerome says. “I wasn’t prepared academically or financially.” Although Jerome did work study, he only saw one check—the rest went directly to the accounting office to pay his tuition. And even his last work study check directly paid his graduation fees. Jerome says he wanted to go out with his friends, but he did not have the money. Instead, he would be in his dorm room studying. “It taught me sacrifice.”

Jerome says high school does not involve too much thinking for yourself. There, he did not develop his critical thinking skills. Instead, high school went along the lines of, “If I ask you this, you say this.” Jerome found that in college there are more questions than answers. It’s about finding your voice rather than being told what to say on a test or essay to get an ‘A.’” Although Jerome barely passed his La Verne writing classes, he earned “A’s” and “B’s” in all his science classes. “It’s all relative. I worked my butt off for those ‘B’s,’ and my friends didn’t even lift a finger, and they got an ‘A.’” According to Jerome, what was review for his friends was new for him. In his convocation speech, he singled out his former natural science professors—now his colleagues—and thanked them their dedication. He says he would not have persevered if his professors did not take the time outside of class to explain concepts to him and push him to continue with his academics.

There was a time when Jerome felt like giving up. “After my second semester, I almost dropped out. That was real. Being homesick, the transition and being different contributed to it.” He says his 200 level science classes were twice as hard, and he was being tested on much more complicated concepts. He cites how Biology 202 was one of his hardest classes at the time. Since he was being tested on unfamiliar information, he was tempted to cheat. He says he did and was caught by Jay Jones, professor of biology and biochemistry. Jerome admitted to the misstep and took complete responsibility. Instead of immediately giving Jerome an “F,” the professor gave him a talk on life, integrity and honor. After, Jerome says he felt ashamed. It was at this moment where Jerome not only learned about natural science; he learned about being a respected human and about living an ethical life in general.

Remembering the moment, Jay says most professors and universities may ignore a situation like this; they may expel the student. However, Jay says this flaw of dishonesty needed to be corrected. “If you really care about the students, you want to give them guidance to move past that and understand the importance of integrity and to adopt a strong sense of values.” Speaking in the present about his now colleague, Jay says, “I think he’s a wonderful asset to the natural science department.”

Jerome’s stubborn character made him stick to finishing college. “I’m stubborn and hate to lose. I took the mentality that I wasn’t going to get beat,” Jerome says. “That’s bad because they were bad reasons to stay. I stayed in for the bad reasons.”

“I was a first generation student as well, so I sympathize with those challenges first generation students face,” Jay reveals. He says Jerome was a receptive and interested young individual who had potential; he just needed some guidance. “He matured through his undergraduate curriculum. It is clear we accomplished our goal with Jerome.”

Originally, Jerome wanted to be a medical doctor. “What they show on TV and reality are two different things,” Jerome says. “It was kind of about being naive and ignorant.” The key thing that drove him away from becoming an M.D. was the lifestyle. He wanted a life where he could spend time with his family. “This particular career would have not been conducive to the lifestyle I wanted.”

During college, he became a teacher’s assistant and private tutor. While being paid most of the time, there were times when he would do it for free. “I enjoyed it,” Jerome smiles. He recommends that students find their passion and make it a career or do something that they do not mind doing for free.

At the beginning, Jerome found he had the mentality of figuring out a means to get to the end. He initially wanted a Ph.D. so he could teach college students, but it was not until the middle of his Ph.D. studies at the University of Southern California that he realized his real reasons for obtaining a Ph.D.— to help the total person through his passion for natural science.

While an undergraduate, he relied on his professors for his academic support even though his parents always tried to help him as best they could. “I had no one to ask or talk to. Obviously, I had my professors, but [sometimes] I didn’t know what to say.” But when his questions came, he could always find the answers from his professors.

Now, he is the one lending that support to high school and college students. He visits school districts in areas such as Rialto and Pomona to offer academic advice. He talks to anyone who needs guidance in choosing the right degree or major. “I try to be a confidant for the students,” Jerome says. “Whoever wants to talk – it’s an open door policy.”

Looking back, Jerome says attending college was ingrained by the parental advice, “If you want to succeed, you have to get an education,” but, nevertheless, his parents had no idea about the stresses of biology. They wanted to help him but did not know how. Jerome says he got lucky picking La Verne and choosing science as his major. “I chose it on gut feeling. The original reason for choosing these things was based on feeling. Now, I rationalize it. I was lucky to be in a situation where my family was supportive. I know a lot of first generation students where their parents weren’t supportive.” He says he thinks his parents are proud of him. “My parents are very reserved, not too expressive.”

Jerome says while in college one is not a child or an adult. “You get the best of both worlds. There are a lot of situations where you can be selfish. Students are able to experiment and to find themselves.” Jerome believes La Verne is good at getting the best out of its students, enabling them to succeed. “It helps them build on their weaknesses to make them better and to polish their strengths.” The strength of his words now tell the story of his accountability.

Back in the University of La Verne science lab he knew first as a student, Jerome Garcia, ULV biology department chair, says he graduated from La Verne not only as a well-prepared scientist, but also as a confident person—one who learned much about himself. / photo by Michael D. Martinez

Jerome Garcia’s Success Tips

Success in college starts off with choosing a university that not only enhances your strengths but also has the capability of rectifying your weaknesses. That is what I received at the University of La Verne’s Natural Science Division.

Next, triple your effort in your first semester courses. Most students think they can give the same effort that they did in high school, and often they do poorly in their first semester. Tripling your efforts will provide a solid grade point average to build from. I never realized, until later, how many doors were opened to me based on my GPA.

Finally, get involved in social events. Many students focus so much on their major/career that they forget that college is also a time to test what you believe in, and who you are. Yes, I left La Verne as a well prepared scientist, but I also left as a young man confident in my beliefs and who I was as a person.

—Jerome Garcia, Ph.D.

Also see the companion story, “First generation students break the cycle.”

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