This spring, Jack Arnold graduated with his bachelor’s degree in Biochemistry from the University of Florida, where he also worked as an undergraduate research assistant in the Department of Physiological Sciences under Dr. John Bowden. While his first interest in research stemmed from a curiosity about ultra-high performance liquid chromatography-tandem mass spectrometry (UHPLC-MS/MS), which he had learned in class, Jack soon discovered that the experience would deeply transform not only his understanding of science, but also his career trajectory.
“I wasn’t particular at first,” Jack admits. “I just knew I wanted to get involved in research.” A referral led him to Dr. Bowden’s laboratory, a group that studies toxicology and anthropogenic pollutants like PFAS (per- and polyfluoroalkyl substances), also known as “forever chemicals.”
Jack started with small responsibilities, helping with lab cleaning, sample organization, and working data sets. Over time, he became a more established member of the team and began helping graduate students with extractions and experiments. Eventually, Jack was given the opportunity to lead a project of his own. He managed sample handling, data documentation, results interpretation/validation, and writing of the manuscript for publication. Through this process, he gained technical wet lab skills, developed scientific writing abilities, and got a robust understanding of real-world toxicological research.
“I learned a great deal about the current topics of PFAS, but also how much unknown remains. That uncertainty is terrifying, but it’s what fascinates me.”
Dr. Bowden, an expert in mass spectrometry and analytical toxicology, became more than just a supervisor, he was a mentor. Jack credits him for pushing him to new heights, by allowing him to find the solutions to problems on his own. “He not only answered my questions but allowed me to explore beyond the lab. Thanks to his support, I joined field projects across the Southeast and presented my research at the 45th North America SETAC conference.”
One of the most defining moments in Jack’s journey came during the editing of his first manuscript draft. “Dr. Bowden wanted me to be a part of his editing process, to see his style of writing and how to construct a finalized manuscript. Seeing the attention to minute detail allowed me to improve my own writing style. That showed me how invested he was not just in the paper, but in me, and all his students. He treats us as collaborators, not just as students.”
This first-hand mentorship empowered Jack to explore how his research interests interact with his career goals. “I’ve always wanted to help people, and originally thought medicine was the best path to do this. But research showed me that you can make a broader impact—reaching people you will never meet. Working on PFAS made it clear how deeply environmental factors shape human health, and how urgent it is to bridge those connections.”
His current focus is on applying lipidomics—the study of lipid profiles and how they change over time and in disease states—to investigate PFAS’s potential role in neurodegenerative diseases like Alzheimer’s. “The brain is lipid-rich, making lipidomics an ideal approach to study how environmental pollutants like PFAS may affect its function. We use similar setups to analyze both lipid profiles and PFAS concentrations, allowing us to investigate how exposure to these chemicals may alter lipid metabolism and contribute to neuropathogenesis.”
Jack emphasizes that traditional coursework can only take students so far. While textbooks provide foundational knowledge, research has taught him “critical thinking, adaptability, and how to tackle questions no one has answered before.” Jack found learning to accept criticism to be one of the most challenging yet essential aspects of scientific growth. He explains that science demands resilience—viewing feedback not as a personal affront but as a vital tool for refining ideas. This skill of receiving and using critique constructively is rarely taught in classrooms; rather, it is something researchers develop through experience and perseverance.
Now determined on pursuing the path of an MD/PhD, Jack sees no division between clinical work and research. “I could never divorce the two. They complement each other too well. Clinical practice helps individuals. Research can help populations. If I can sacrifice time now to learn both, I hope to be able to help people around the world.”
His message to undergraduates is clear: get involved in research. “It won’t be quick, and it won’t be easy, but it will be worth it. Research teaches you to be committed. It’s how you find out not just what science is, but who you are within it.”
Jack Arnold’s journey is a testament to the transformative power of undergraduate research—and the mentors who make it possible.
