Hughes Mentor:  David McCobb

Department: Neurobiology and Behavior

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A day in the life of the McCobb lab

The McCobb lab focuses on molecular neurophysiology and its relationship with stress. Ion channels, in particular big-conductance potassium (BK) channels, comprise the primary area of this research. Calcium- and voltage-gated BK channels are encoded by the Slo gene and consist of several beta subunits and alternative splice variants, notably STREX. Such channels provide the basis for rapid firing in adrenal chromaffin cells (and therefore catecholamine release) by allowing for faster post-action potential repolarization.

Research in this lab is divided into several groups, each revolving around a particular research technique. These include behavior, which involves watching and scoring videos of mice; patch-clamp electrophysiology, which is typically reserved for graduate students; perfusion and Enzyme-Linked ImmunoSorbent Assays (ELISA); and real-time quantitative PCR. Although previous papers out of the lab have mentioned glands or serum from tree shrews, cows, and rats, the only organism currently used in the lab is the mouse. Specifically, the lab studies the SJL and C57/B6 strains of mice.

I became interested in working in this lab because neurobiology appealed to me and because, within neurobiology labs, the McCobb lab’s study of stress appealed to me as a perpetually stressed-out pre-med. My experience in joining this lab illustrates the relevance of timing and fortune in seeking research opportunities as an undergraduate. Upon my initial set of inquiries after my first semester at Cornell, this lab and a handful of others I contacted were full. A year later, I similarly e-mailed professors whose research interested me, and Dr. McCobb’s lab was one of those that was able to take on undergraduates, since the majority of the undergraduates in the lab were seniors who would be graduating in the coming spring. Dr. McCobb invited me to an interview at his office, where I discussed my reasons for wanting to join the lab and listened to descriptions of past and current projects in the lab. Although I had not taken BioNB 221-222, the majority of students in the lab have completed one or both of these courses; regardless of coursework, building the best scientific context for success in this lab requires immersing oneself in a diverse body of knowledge, from scientific papers on BK channels to textbooks on hormones and endocrinology. Since there are typically at least five undergraduates working in the lab during the year and such a variety of methods and projects, successful students in this lab should be self-directed, strongly motivated, not squeamish around mice (obviously), and inclined toward interdisciplinary thinking.

Working on a PCR project in the lab involves repeating a cycle of certain common protocols (in order): mouse dissection (and removal of the pituitary or adrenals), RNA extraction, reverse transcription, gel electrophoresis (to test new primers or cDNA fidelity), and both traditional and real-time PCR. Depending on one’s stage in a project, a typical day in the lab will involve at least two of these protocols, while real-time reactions are run less frequently. Downtime amounts vary depending on the protocol, from virtually none in dissection or RNA extraction, to almost an hour for reverse transcription, to nearly four hours for PCR. Working at the lab full-time during the summer is useful in allowing for extended periods of time to concentrate on understanding and perfecting research techniques, which the faster pace of working during the semester normally makes more difficult.

Biography on a Biology faculty member: Professor David McCobb

Professor David McCobb is a member of the biology faculty here at Cornell, and he teaches and does research in the neurobiology department. He attended the University of Maine as an undergraduate, but he did not decided on biology until later in his undergraduate career. After graduating, Dr. McCobb worked in a lab for one year. He then attended the University of Iowa to earn his doctoral degree. At Cornell, Dr. McCobb keeps a very busy schedule. He admits that it can be tricky at times to not get too absorbed in either teaching or research, but he enjoys both experiences. Teaching is a great way to keep a broad perspective and be able to explain ideas and concepts to others, but his research is also very beneficial because it keeps him current with the literature in the field and constantly encourages thinking and creativity.

Dr. McCobb’s research focuses on special proteins channels that are embedded in cell membranes. When these channels are open, the proteins selectively allow potassium ions to flow across the cell membrane. More specifically, Dr. McCobb’s work focuses on the way molecular mechanisms of the ion channels in the adrenal gland. He is interested in how the ion channels relate to behavior and how these proteins can evolve in order to make an organism more adapted to its environment. He was drawn to Cornell nine and a half years ago because of the way the department views neuroscience in a broad biology context; while many schools simply view the brain from a medical perspective, Cornell asks how mechanistic details can lead to adaptive behaviors for different organisms.

Dr. McCobb teaches several classes at Cornell. Besides his involvement in Introduction to Neurobiology (BioNB222), he also teaches a class on steroid hormones that focuses on the interaction and balance between sex and stress hormones in behavioral decisions. One of his favorite classes is a smaller class focusing on ion channels that allows students to explore the field in different directions. Since ion channels are involved in so many branches of biology, students pursue an idea that interests them and project future research ideas for the area. Dr. McCobb regrets that students are not able to interact more often in informal settings with faculty members. Because of logistical constraints, many Cornell classes are lecture style. Dr McCobb feels that one of the best ways for students to learn about biology is through independent study with a faculty mentor because students became engaged in the material rather than simply memorizing facts that are given in a lecture.

Dr. McCobb feels that research is an invaluable part of a biology undergraduate student’s educational experience. Research allows students to explore ideas and take their thoughts in novel directions. Many undergraduate students unfortunately do not have any lab experience and assume research is very tedious and boring. Dr. McCobb thinks students should participate first hand in research in order to learn about the process of formulating ideas, testing these ideas in the lab, and explaining the results. He has had many undergraduates working in his own lab, and he remembers how undergraduates helped him from the very beginning when he was just organizing his lab and becoming familiar with all of the equipment. He now has five undergraduates in his lab during the academic year, and three students worked in his lab this summer.

Dr. McCobb has an eleven year old daughter who attends a local school in the area. Remarkably, he just finished building his own solar powered, environmentally friendly house. In his free time, Dr. McCobb enjoys sea kayaking, hiking, and both indoor and outdoor gardening.