Termara P
- Research Program Mentor

PhD at Yale University

Expertise

Autism, fNIRS, EEG, Neurotechnology, Mental Health, Neuroethics

Bio

Hi everyone! My name is Dr. Termara Parker, and I’m a neuroscientist, program specialist, and autism advocate. I recently worked at the National Institute of Neurological Disorders and Stroke (NINDS) and completed my Ph.D. in neuroscience at Yale University. My research focused on how the brain supports social interaction in autistic individuals, using tools like brain imaging and eye-tracking to understand how we connect with others. I’ve presented my work at national and international conferences and have published several scientific papers. I grew up in a Haitian and African American household, and I’m the oldest of four girls. One of my sisters is autistic, and learning how to support her is what first inspired me to study the brain. I believe that the more we understand how the brain works, the better we can support people of all backgrounds and abilities. I also care deeply about making science more inclusive, which is why I created programs in grad school to help students from underrepresented communities feel seen and supported. Outside of science, I love brunch with friends, dancing to Megan Thee Stallion, and traveling. After defending my Ph.D., I went to Costa Rica to unwind and catch up with old friends. These experiences remind me how important it is to balance hard work with joy. I’m excited to share what I’ve learned and hope to inspire future scientists like you.

Project ideas

Project ideas are meant to help inspire student thinking about their own project. Students are in the driver seat of their research and are free to use any or none of the ideas shared by their mentors.

Underrepresentation of African-American Communities in Autism Research

Advanced Research Paper: This project focuses on the factors contributing to the underrepresentation of African-American communities in autism research studies as well as the under diagnosis of autism in African-American communities. Here, we strategize ways to mitigate this racial disparity.

Biomedical Therapies for Autism

Beginner Research Paper: This project explores the biomedical interventions used to reduce challenging behavioral symptoms associated with autism by targeting specific physiological functions. We explore interventions such as special diets, probiotics, and hyperbaric oxygen therapy.

The Effects of Positive Affirmation on the Brain

In this project, we explore how positive affirmation activates certain brain systems and how we can use positive affirmation practices to improve future outcomes.

Coding skills

MATLAB, Python, and R

Languages I know

Spanish, intermediate

Teaching experience

My matriculation to Yale University’s Interdepartmental Neuroscience Program provided the tools necessary for me to be engaged in pedagogy in both the undergraduate and graduate level. Traditional lecturing, irrespective if it is in-person or online, is often a passive experience that may not foster optimal student learning. Learning is boosted when students are active participants in the discussion. Active learning can build community and a sense of belonging. As a Teaching Fellow for a 15-person graduate-level course (NSCI 580b: Bioethics in Neuroscience), I had the opportunity to prepare a syllabus that included diverse topics and diverse guest speakers for two semesters. I saw how engaged Ph.D. students were when they were encouraged to teach each other and participate in the discussion. As a teacher, I was very receptive to students’ feedback to improve my teaching. I also had the opportunity to be a Teaching Fellow for a 70-person undergraduate-level lecture course (CGSC 175: Mystery of Sleep) at the height of the COVID-19 pandemic. I continuously encouraged students to ask questions. I even welcomed a safe space in Breakout Sessions for students to express concerns about anything. I made sure that students’ well-being during the pandemic was treated as a priority first before teaching. With all of these teaching experiences, I adopted a pedagogy that strives to serve the needs of all students and support student engagement. Outside of the classroom, I engaged in other forms of teaching and mentorship at Yale. My leadership experience as the Deputy Editor of the Yale Journal of Biology and Medicine of the Medical Education Issue enabled me to use my scientific knowledge to plan, direct, and assess current medical practices and health policies. I also spoke as a colloquium speaker for the Preventative Medicine Issue to spread knowledge about how childhood racism can affect neurodevelopment. Additionally, I spent the last two years as the Graduate Director of Yale BBS Diversity and Inclusion Collective, serving as a liaison among 150+ graduate students, 50+ program faculty, and 10+ graduate school administrators to foster the intellectual and personal growth of underrepresented minorities at Yale. The primary goal of this organization is to develop events that empower, advance, and engage underrepresented students in the Yale Biological and Biomedical Sciences Program. In particular, I promoted institutional inclusion by engaging the entire neuroscience student population in activities that foster more cross-cultural conversations. Black representation in neuroscience has been sparse, and I have been committed to changing the demographics of my program since I started. My team and I created personalized recruitment for underrepresented minority (URM) applicants to foster the next generation of minority scientists. We collected a list of URM applicants that had been extended an offer for the interview weekends and individually contacted these students to congratulate them on their interview offer. My team then asked them if they would like to be connected with a current URM graduate student in BBS to hear more about the minority experience at Yale. These efforts fostered an environment where students can have honest conversations about their recruitment experience. My efforts in mentorship and outreach did not go unnoticed when I won the Annie Le Fellowship and was inducted into the National Bouchet Graduate Honor Society.

Credentials

Education

Howard University

BS Bachelor of Science (2017)

Biology

Yale University

MS Master of Science (2020)

Neuroscience