Judith Kimble / University of Wisconsin-Madison
TEACRS Fellow, Tufts University, Boston, MA. 2009-2013
Ph.D, University of Washington, Seattle, WA. 2008
Fulbright Scholar, Aarhus University, Aarhus, Denmark. 2001-2002
B.S., Haverford College, Haverford, PA. 2001
In all neurons, regulation of proteins through processing, localization, or degradation is critical to ensuring that cells can send and receive information efficiently and with high fidelity. One way for cells to tag proteins for different regulatory fates is through modification by the addition of the small protein, ubiquitin. The importance of ubiquitin-mediated regulation in the nervous system is illustrated by the fact that mutation of specific ubiquitin ligases and deubiquitinating enzymes is implicated in neural diseases. My research focuses on the role of ubiquitin in ER-associated degradation (ERAD), and how this pathway regulates neurotransmitter receptors in the model organism Caenorhabditis elegans, a nematode worm.
Using C. elegans, research in my laboratory provides insight into the cell biology of ubiquitin-based protein regulation in sensory neurons. Because many ERAD system proteins in C. elegans are similar or homologous to those in mammals, elucidating these pathways in the worm are likely to provide key insights into the functioning of sensory neurons in humans.
I also study how the introduction of authentic research into courses at all levels of the Biology curriculum can benefit students. I am particularly interested to learn whether metacognitive interventions during authentic research experiences provide students with a differing sense of what research is and how they can be involved in it. This work is being done in collaboration with faculty at WWU and at the University of Washington, Seattle, the University of British Columbia, and the University of Utah.
My teaching philosophy is rooted in the principles of inquiry, discussion, and immersion, all of which are central to scientific understanding and progress. I work to maintain a student-centered classroom that relies on active participation from the entire classroom community.
A major goal for an undergraduate education is for students to learn how to ask and answer pertinent questions in their disciplines, while they reflect on how their field of study may affect the world at large.
I am an advocate for bringing undergraduate students into research settings. Three major types of undergraduate research - laboratory courses, individual research opportunities, and independent research positions - introduce students to the excitement of discovery.
I am part of a three-person team that developed and facilitates workshops through the WWU Equity Forum. Our workshops are STEM-specific and are designed to engage faculty and staff in challenging conversations and introspection concerning issues of race, diversity, and inclusion on our campus.
Drs. Lina Dahlberg, Robin Kodner, and Regina Barber DeGraaff. May, 2017