STEM students start college hoping to build purpose for their lives and valuable skills for their careers. These students desire to find meaningful answers to questions like, “How does what I learn in school apply to problems I want to solve?” and “How does this relate to the future I want to create?” However, many college STEM courses do not prepare students for a career in their chosen field and focus on content that is far removed from students’ lives. This is why, at Foothill Community College in California, USA, Professor Jeff Anderson is developing an open-access learning curriculum alongside hands-on mathematical activities and laboratory equipment to create rich applied learning experiences for his students.

The LANA project simulates this reality by allowing students to create mathematical models of electrical circuits. To verify their models, Jeff expects students to build and test physical prototypes of their circuits. “Unfortunately, testing a circuit traditionally involves using a bench power supply, which can cost up to $500,” says Jeff. “So, as part of my effort to develop the LANA project, I worked with an expert engineering team, including two students, to create something that we call a power block, or P-block for short.”

P-blocks are inexpensive power supplies that enable students to test circuit behaviour anywhere they want, even at their own kitchen table. “The goal of the P-blocks project is to make it easy for students to build physical prototypes of their circuits and check the accuracy of their mathematical models for themselves,” explains Jeff. “This means that students no longer need to depend on a teacher to check their work. Instead, they can check their own work by building their circuits, testing the values and comparing their measured data against the mathematical results they produce in their modelling process.”

Power to the students

One of Jeff’s students, Natalie Thiel, spent over fifty hours working on the LANA project, and this experience gave her the confidence to apply for her first paid engineering job. After Natalie’s successful interview, Jeff received a call from her new manager, asking if he could hire more students who had gone through this type of training.

Another Foothill alumnus, Nick Litvinov, completed the LANA project and later told Jeff that, “It was the most meaningful and memorable experience I had in any of my undergraduate classes.” Considering that Nick went on to attend one of the highest-ranked universities in the US, this praise speaks volumes about Jeff’s revolutionary teaching practices.

“When students are diligent in this work, they begin to develop a large collection of transferable skills including the ability to make connections between their math classes and their target fields of study,” says Jeff. “I love helping students discover that they can use mathematical thinking to improve their world, build their dreams and help the people they love.”

Professor Jeff Anderson
Department of Mathematics, Foothill Community College, Los Altos Hills, California, USA

Fields of research: Applied mathematics education; numerical linear algebra

Research project: Developing a hands-on, open-access, applied linear algebra curriculum alongside accessible mathematical models and inexpensive laboratory resources to help students build transferable skills while falling in love with applied mathematics

Funders: Patreon community; YouTube revenue; private donors; self-funded

Website: youtube.com/@JeffAndersonMath

About applied mathematics

Linear algebra is to mathematical modelling what oxygen is to the human body – essential. It provides us with the mathematical language to model, analyse and improve solutions to real-world problems, and without it, the field of applied mathematics simply would not work.

The engineers, mathematicians and scientists who built the first digital computers did so with the goal of accurately simulating the physical world using mathematical models. “The first computers were paid for by the US military during World War II to simulate atomic bomb shockwaves and calculate the trajectories of missiles fired at Nazis,” says Jeff. “However, once they were finished with their bombs and missiles, scientists soon realised that these techniques could be applied across many areas of knowledge. Scientists from different fields used them to model the motion of planets, design rockets, develop new medicines, design buildings and bridges, build social networks, and much more.”

The vast scope of applied mathematics means that students can make use of it, whatever their interests. “I believe that learners who take mathematics seriously can use their skills to transform the world and realise their dreams,” says Jeff. “Mathematical modelling is like a muscle. For a muscle to be strong, we must train and exercise it often. However, it is also true that once we have strong muscles, we must make conscious choices to use our strength in service of other goals we have.”

One question that Jeff likes to ask his students is, “How can you use your mathematical modelling skills to build a better world that aligns with your deepest values?” The answer to this question lies in your own interests, dreams and ambitions. “A fun byproduct of this reality is that we can also earn a living from our ability to create models,” says Jeff. “In other words, we can use mathematical models to improve human life while also generating income that can pay for our rent, food and other things we need to live.”

Pathway from school to applied mathematics

At school, build a solid foundation in mathematics. At the same time, continue to pursue other interests, as you may be able to combine them with your mathematics skills and knowledge.

Jeff recommends learning how to read and do mathematical proofs, and how to solve problems. These books can help you get started:

• Book of Proof by Richard Hammack
• How to Read and Do Proofs by Daniel Solow
• How to Solve It: A System of Thinking That Can Help You Solve Any Problem by George Pólya
• Thinking Mathematically by John Mason

“Once you know how to read and do proofs and solve problems, you can teach yourself any math that has ever been written on any subject,” says Jeff. “You can create new solutions to problems that have never been solved. By developing those two skills, you will be able to teach yourself as much linear algebra as your heart desires.”

Explore careers in applied mathematics

“The trick of applied mathematics is to create mathematical models that describe problems in your life that you care about solving and to believe you can make an impact in your world,” advises Jeff. “If you do that well, I believe you can transform the world and collect a pay cheque at the same time!”

Explore this careers brochure from The Society for Industrial and Applied Mathematics.

To help students explore the connections between applied linear algebra and mathematical modelling in STEM, Jeff is developing a free Applied Linear Algebra Fundamentals textbook.

Meet Jeff

From the age of 10 to 14, I survived intense bullying and even received a concussion after being body slammed at school. Post recovery, I started martial arts. By age 23, I had earned black belts in jujitsu and judo. I also won national tournaments and got my amateur boxing licence. During my decade on the mat, I strengthened my body, practised high levels of self-discipline and learned to face my fears.

When making big decisions, I like to imagine the future. I saw that many older warriors had unstable careers, broken bodies and damaged brains. In contrast, older mathematicians had healthy bodies, sharp minds and stable jobs. These mathematicians also practised mental toughness. However, instead of using violence, they used their intellect. I saw that, when done skilfully, we can use mathematical reasoning to help create a better world.

The game of research academia devalues great teaching. College professors are incentivised to do research, win grants, compete for prestigious awards and earn lucrative textbook contracts at the expense of time spent with students. During my mathematics education, several professors told me: “You are stupid,” “You do not belong here,” “You will never be good at math,” “You ask too many questions,” “Please just do what I say.” However, I know how to protect myself. When professors tried to weed me out, I stood my ground. I showed up. I made these people work. And I promised myself I would do better for my students!

I dedicate my career to the next generations. I want to be part of and help grow a community of educators who shift the culture of college STEM education away from our harmful status quo by transforming teaching policies and practices. I want to help create a world in which students learn deeply, feel inspired and build valuable transferable skills in college classes that feature 100% success rates. This problem is quite hard.

I take lots of pride in making memories with people I love and caring for my health. I have two sons and often say to them, “Being your dad is the best thing I have ever done with my life.” I also love to spend time with my amazing wife. In my free time, I enjoy running, exercising, physical training and going for hikes in nature.

Jeff’s top tips

1. Learn how to read. If you can read deeply, you can teach yourself anything you want to learn, including mathematics. I love a quote I learned from the amazing educator Harriet Bell: “Reading is knowledge. Knowledge is power. Power is money.” When students ask me how to make money, my response is always: learn to read!

2. Remember that you are the world’s leading expert on your own learning. You know more about yourself, your dreams and your experiences than any teacher ever will.

3. The future is unwritten, so you can play an active role in creating a new world. As you do so, think for yourself. Ask questions. Show up and force teachers, experts and authority figures to work for you and to help you build the types of learning you want to create.

This article was written by Duy Nguyen, a 4th-year undergraduate Electrical Engineering student working with Jeff at Foothill Community College.

Do you have a question for Jeff?
Write it in the comments box below and he will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Discover how mathematical models can be used in wildlife management and conservation:

futurumcareers.com/how-are-mathematical-models-helping-wildlife-management

Carbon dioxide and methane are highly potent greenhouse gases and are two of the leading drivers of climate change. However, through a process called dry reforming, we can combine carbon dioxide and methane to create ‘syngas’, which can be used to make fuels and plastics. Unfortunately, current dry reforming methods are inefficient and rely on fossil fuels. To address this, Professor Akshat Tanksale and his team at the RECARB Hub at Monash University, Australia, are designing a new reactor to improve efficiency and sustainability.

Many industries, such as chemical, plastics and fuel manufacturing, already rely heavily on syngas, so the team’s new reactor will slot right in to their existing processes, meaning they can produce the same products with much lower emissions. “Our reactor is compact and modular, so companies could install it more easily than traditional systems,” explains Akshat. “It could even be placed near methane sources such as landfills and biogas plants, reducing transport and energy costs, allowing these industries to become more sustainable and save money at the same time.”

“Climate change is especially hard to tackle in these industries that rely on extremely high temperatures, but our work shows that even these processes can be powered by clean electricity,” continues Akshat. “This is not a golden bullet for climate change, but it would be a big step toward a cleaner industry and a more sustainable future.”

Professor Akshat Tanksale
Department of Chemical and Biological Engineering, Monash University;
Deputy Director, ARC Research Hub for Carbon Utilisation and Recycling

Fields of research: Chemical engineering; catalysis; carbon capture and utilisation

Research project: Creating an electrified reactor to make syngas production more efficient and environmentally friendly

Funders: Australian Research Council (ARC); Industry partners

About methane reduction

The field of methane reduction involves researching how to prevent or mitigate methane emissions into the atmosphere to minimise their contribution to global warming. “Research in methane reduction combines chemistry, engineering, materials science, energy systems and climate science,” says Akshat. “It’s a growing field with huge opportunities, giving young scientists and engineers a chance to be part of the global transition to a low-carbon future.”

Methane is a potent greenhouse gas, but it does not stay in the atmosphere as long as other gases, such as carbon dioxide. “This means that reducing methane emissions can have a fast and meaningful impact on climate change,” says Akshat. “As a researcher, it’s incredibly motivating to consider that your work can make a real difference within just a few years.”

It is important to consider methane’s value as a resource, which can also help build the financial incentive to use it rather than lose it. “When we convert methane into fuels, chemicals or hydrogen, we’re solving an environmental challenge while supporting the industries people rely on,” says Akshat. “We have to think beyond the impact on the climate; if a system is too expensive, it won’t be used.”

However, even if the theory is sound, its application can be another matter. “Reactions are complex and involve high temperatures,” explains Akshat. “This means that they require a lot of energy and put a lot of stress on the materials involved.” There is, therefore, a strong focus on designing systems to be efficient, durable and safe – not to mention collaborating with engineers and industry partners to ensure solutions work at scale.

There are plenty of exciting emerging technologies for the next generation of researchers to tackle. “Future researchers will work on electrified reactors, new catalysts, renewable energy integration and circular carbon technologies,” says Akshat. “They won’t just be studying climate change; they’ll be actively building the solutions.”

Pathway from school to methane reduction

Akshat says that studying chemistry, physics and mathematics is vital for entering the field of methane reduction. He also recommends studying environmental science, engineering or computer science if the you have the opportunity to do so.

At university, relevant degree courses include chemical engineering, chemistry, materials science, environmental engineering, energy engineering and physics. Akshat also suggests learning coding, data science or modelling, which are becoming increasingly important in his field of research.

Explore careers in methane reduction

The scope of careers related to methane reduction is broad. “Graduates can work as research scientists or engineers, designing cleaner reactors and catalysts,” says Akshat. “There are also roles in clean energy companies, chemical and fuel industries, climate tech start-ups, as well as policy and environmental regulation.”

Akshat recommends building a habit of learning beyond the classroom. He recommends exploring the websites of NASA, the International Energy Agency and Our World in Data.

Akshat also recommends watching educational videos on YouTube. Some good channels to try include Kurzgesagt, Veritasium and Real Engineering.

Meet the team

Dr Hamza Asmat
Research Fellow

Growing up, I was fascinated by how energy and chemical systems work. I loved experimenting and trying to understand the ‘why’ behind everyday processes. This curiosity led me to study chemical engineering, where I could combine my interest in science with practical problem solving.

Over time, I became more aware of the environmental challenges we face. I saw the potential for technology to create a meaningful change. Now, I aim to develop innovative solutions that improve energy efficiency, reduce emissions and contribute to a cleaner, more sustainable future.

This project formed the core of my PhD. I developed the fundamental catalyst and reactor concepts for methane reduction through electrified reforming. I now continue this work as a postdoctoral researcher, leading its scale-up and optimisation.

I love being involved in research that tackles the toughest challenges in energy transition. And I enjoy collaborating with a talented team, learning from diverse perspectives and collectively pushing the boundaries of what is possible.

Outside of work, I spend time with my family. We often go for walks or enjoy simple activities at home. I also find cooking and listening to music help me return to work feeling refreshed, motivated and balanced. 

Hamza’s top tip

Be patient and persistent. Meaningful impact takes time but is incredibly rewarding.

Ashwin Hatwar
3rd Year PhD student

As a teenager, I was deeply interested in the problem of climate change – and the search for solutions. I regularly took part in science exhibitions and presented models that demonstrated the science behind climate change. The sense of urgency, and my curiosity about solutions, motivated me to pursue research focused on developing sustainable technologies.

My role in this project is to develop and study this new type of reactor. I focus on designing the reactor, selecting and testing catalysts, and understanding how heat and electricity can be used more effectively.

Curiosity and persistence have been essential in my research. Experiments often require patience and an ability to learn from failure. Adaptability and clear communication have also allowed me to work effectively with others and adjust when research takes unexpected directions.

I love feeling that my work connects directly to a global challenge. Every experiment feels meaningful. I also enjoy the excitement of discovery – seeing an idea work in the lab and knowing it could one day make a real difference is incredibly rewarding.

Outside of work, I like watching movies, going out with friends and cooking. I stay active through sports like badminton and cycling, which help me clear my mind and recharge.

Ashwin’s top tip

Even small contributions matter. We can all be part of a global effort to create a more sustainable future.

Mohammad Arfin
3rd Year PhD student

I’ve always been fascinated by how physical and chemical processes work and shape the world around us. This curiosity led me towards chemical engineering, and eventually to research, where I could focus on the problems most in need of solutions.

Climate change is one of the defining challenges of our time. Developing more sustainable chemical processes to help address this challenge feels both meaningful and rewarding. This has shaped my current work.

In this project, I focus on developing scalable, electrified dry reforming processes. While research shows the potential of these technologies, scaling them remains a major challenge. I help bridge that gap by focusing on real-world implementation strategies.

Curiosity has been central to my research approach: always asking ‘why’ and ‘how’. Staying aware of the latest developments in the field is also important to help me identify ideas that are both innovative and practically achievable.

This research brings a strong sense of purpose. I love the idea of creating real ‘impact through research’, and it is motivating to see our work steadily moving in that direction.

I’m a family person. I like staying connected with my family, but also value some moments alone to reset and recharge.

Arfin’s top tip

View challenges as learning opportunities to help build resilience and long-term confidence.

Do you have a question for Akshat, Hamza, Ashwin or Arfin?
Write it in the comments box below and they will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Discover how greenhouse gases can be transformed into useful products:

futurumcareers.com/how-can-we-transform-carbon-dioxide-from-a-greenhouse-gas-into-a-valuable-resource

Judith Hermetter, Global Head of Communications at Zero Project, tells us about the global and research-driven initiative that finds and shares solutions that improve the daily lives of people living with disabilities

Download this resource

Emergency services:

TapSOS (UK) and AccessSOS (US) are apps that allow persons with disabilities to contact emergency services without making a phone call. This is critical for people who are deaf or non-verbal, but the technology is also useful for the elderly or individuals who have had a stroke and cannot speak. Both apps integrate with their respective national emergency services.

To be effective, an innovation must be co-designed with or led by persons with disabilities. The famous quote, “nothing about us without us”, ensures that individuals who truly understand the barriers are involved from the beginning.

How are Zero Project awardees chosen?

Once a year, the Zero Project Network reaches out to all corners of the world during a ‘Call for Nominations’ for the Zero Project Awards. Last year, 586 nominations from 93 countries were submitted thanks to this collective effort. Nominations can include products, services, public policies and other types of initiatives. All types of organisations can nominate – from small grassroots initiatives and startups to large corporations, non-government organisations (NGOs) and public sector bodies.

Each year, the Call for Nominations addresses a specific topic, such as accessibility, education, employment, independent living or political participation. Information and communication technology (ICT) is addressed every year due to its significance for disability inclusion, and there is also a special focus on inclusive arts.

To be successful in the selection process, each nomination must meet three main criteria: innovation, impact and scalability. In a months-long selection process that involves the global network, each nomination is fact-checked, evaluated and peer-reviewed. More than 400 experts contributed last year. From the original pool of nominations, around 75 innovative solutions are selected for a Zero Project Award every year. Awardees receive support from the global network and present their work at the annual Zero Project Conference at the United Nations Office in Vienna.

What were the highlights of this year’s conference?

The Zero Project Conference 2026 (#ZeroCon26) was held in February, with more than 1,400 participants, with and without disabilities, and without disabilities from around 100 countries attending.

The highlight is the Award Ceremony, where the Zero Project Awardees receive their official certificates and their work is celebrated by the global community. However, personal highlights differ for every participant: for some, it’s the opportunity to pitch their work to potential partners; for others, it’s learning from experts or discussing opportunities to scale their solutions.

What makes Zero Project conferences unique worldwide is the focus on community-selected innovations that can be replicated. Participants also often describe a unique energy at the event, as every person attends in a spirit of collaboration. As the organisers, we do our best to make the event as accessible as possible, for instance, through tactile flooring, International Sign interpretation in sessions and a quiet room.

What impact is Zero Project having?

Zero Project is always an enabler or platform to share and amplify the work of others. As such, the impact is not always immediate, and it varies. We know that Zero Project events have sparked new partnerships around the world. Through publications and media-related efforts, little-known initiatives receive visibility. Some awardees receive increased support in their countries because of the Zero Project Award’s international reputation. Others gain access to important stakeholders, such as policymakers, while some improve their products by learning from the community.

For many, it’s also very encouraging to see that they are not alone in their work for disability inclusion. Being at the Zero Project Conference and having this sense of belonging to a community is also a big motivational boost for those of us on the team.

What does the future hold for Zero Project?

It’s a difficult time for diversity, equity and inclusion (DEI) initiatives around the world, and there are multiple crises – such as conflicts and the climate crisis – where persons with disabilities are among the most vulnerable groups. It is not an easy time for this community, but Zero Project is here to stay and will continue to provide a global platform for disability innovation. We are in the privileged position of seeing innovative approaches and solution-oriented thinking across our global community every day, so while barriers are real, we know that the work towards a world with zero barriers continues – and it is powerful.

Removing educational barriers

Here are just a few recipients of Zero Project Awards 2026:

Solution: Zerobionic Robotic Hand

Organisation: Zerobionic

Country of implementation: Kenya

Zerobionic, headquartered in Nairobi, is an ICT start-up focusing on inclusive educational technology, the core project of which is a robotic hand using AI to translate classroom STEM (science, technology, engineering and mathematics)

content into real-time sign language. Launched in 2022, Zerobionic has grown through partnerships and international replication, reaching over 500,000 students in 120 African schools and 9,500 students in four Swiss schools by 2024, and training 320 educators worldwide.

Solution: Dramaski Productions

Organisation: Dramaski

Country of implementation: Sweden

Dramaski is a small public-funded media company based in Stockholm, run by and employing Deaf persons in all roles. The company produces original TV content, translates video/web materials, and develops educational resources all in Swedish Sign Language. The main language is authentic sign language from concept to production, supporting the linguistic development, cultural identity and visibility of children, young people and adults. Dramaski’s model has been replicated by broadcasters in other Scandinavian countries.

Solution: Théseus

Organisation: Teiresiás Centre, Masaryk University

Country of implementation: Czechia

Théseus was created by the Teiresiás Centre at Masaryk University in Brno which has over 20 years’ experience in accessible education and digital content. The service offers audits, training and resources to improve digital environments for persons with disabilities, combining the lived experience and technical expertise of certified experts with disabilities. Since 2022, Théseus has delivered more than 250 audits for universities, companies and public institutions in Czechia and Slovakia.

Solution: Inclusive Braille Software

Organisation: Boltay Huroof

Country of implementation: Pakistan

Boltay Huroof is a Pakistan-based NGO founded by local educators and activists to promote literacy and creative expression among underprivileged children in Karachi. Its digital assistive software automates the conversion of printed and digital text into inclusive Braille, allowing individuals with and without visual disabilities to read from the same document.

Read about all of the 2026 awardees.

Connect with Zero Project

zeroproject.org

 facebook.com/zeroproject.org

 linkedin.com/company/zeroproject

 instagram.com/zeroprojectorg

 youtube.com/user/Zeroprojectorg

Funder: The Essl Foundation is a non-profit family foundation (registered in Austria). Core funding for Zero Project is provided by the family foundation. For specific initiatives, events and programmes, additional funding is provided by a variety of partner organisations. For example, the Zero Project Technology Forum in Vienna is funded with the support of UniCredit Bank Austria, Google, Microsoft, Cisco and The Seneca Trust.

Do you have a question for Judith?

Read about the education provider helping people with disabilities to realise their full potential as equal and active citizens:
www.futurumcareers.com/my-disability-is-part-of-who-i-am-but-it-doesnt-define-me

Music is an integral part of human experience, and every culture has its own unique creative practices. Dr Marcia Ostashewski is the founding director of the Centre for Sound Communities at Cape Breton University in Canada, an arts-based social innovation hub that uses collaborative, participatory ethnomusicology research to work with and support equity-deserving communities and facilitate decolonisation and reconciliation within the music industry.

I grew up in Jamaica in a large extended family. My older relatives were great storytellers and told us younger ones stories at every opportunity. Sometimes, these were folk tales rooted in the African-Jamaican tradition. At other times, they were factual stories about our history and our family. For example, my paternal grandmother told us about the riots and protests during the anti-colonial struggles of the 1930s. The British soldiers killed many poor, Black people. My grandmother, who became widowed at the age of 29, told us of her heartache when her 33-year-old husband died. She told us stories and anecdotes about her husband, our grandfather, so we came to know him through her eyes.

Later, I went to live in Kingston, the capital of Jamaica, an urban environment with cinemas, sound systems, art and culture. Music was everywhere – reggae music was being born and flourishing. My family even knew some of the reggae stars! At school, we studied poetry, performed in plays and sang in choirs. I started writing poetry and began combining the words with sounds and music. That is Dub Poetry! My poems were about African history, slavery, struggles, family, place and spirituality.

Books fuel the imagination. Read, read and read. If you are not able to read, listen to audio books. As a young kid in Jamaica, I read a lot. The library was my best friend. In books, I saw many possibilities for my life.

If you can, find a mentor — someone who believes in you and loves you. It could be a parent, a family member, a schoolteacher, a religious leader, a neighbour or your sibling. Have that person be a witness to your life, and your cheerleader.

Mi’kmaw language

Starr Paul

Mi’kmaw language instructor, Cape Breton University

Starr Paul has been teaching Mi’kmaw language for over 25 years. In her family home in Eskasoni First Nation, Starr and her parents spoke to each other only in Mi’kmaw. Her mum, Elizabeth, who passed away in 2019, spent her whole life championing and teaching the Mi’kmaw language. “My mom was a language warrior who taught at Cape Breton University, and I am proud to be able to teach the Mi’kmaw language at university level, just like she did,” says Starr. “She inspired me, and still does to this day.”

Starr takes influence from other communities when thinking about new ways to teach the Mi’kmaw language. “I am interested in how the Māori in New Zealand have been able to revitalise their language using ‘language nests’,” she explains. “I am working towards building a language nest in Eskasoni, which is the largest Mi’kmaw speaking community in the world.” Language nests are educational programmes that immerse young children in their native language and provide them with a safe space to interact with Elders from their communities who are fluent speakers.

“Currently, I am working with Marcia and the CSC to make music with Mi’kmaw artists,” continues Starr. “This includes working to create new Mi’kmaw language songs that young children can listen and sing along to.” Learning, playing and creating Mi’kmaw music is a vital part of ensuring the Mi’kmaw language and culture continue to thrive. “Mi’kmaw is the language of our ancestors,” says Starr. “They were given this gift of language, and we must continue to speak it, listen to it and live it.”

Decolonising music education

Dr Jody Stark

Associate Professor of Music Education, University of Manitoba

Although European settlers first colonised Canada hundreds of years ago, the impacts and processes of colonisation are still ongoing. Through the seizure of land, forced or cheap labour, and efforts to erase Indigenous people, histories, languages, knowledge and cultural practices, settlers enforce their world view upon native peoples.

At the Centre for Sound Communities (CSC), Marcia and Dr Jody Stark, a music educator from the University of Manitoba, are working towards decolonising music education. “By continuing to place Western European cultural productions at the centre of curricula, the education system reinforces racial hierarchy and racist worldviews,” says Jody. “On the other hand, being exposed to multiple worldviews enriches students’ experiences, allows those who are not part of the hegemonic group to be seen and reflected back, and provides valuable tools for thinking in different ways.”

The difficulties of decolonising

Decolonising is a difficult process. “When you are part of the hegemonic group, it is hard to see your privilege and to understand that your experience is not universal,” explains Jody. “Those of us in the hegemonic group often try to ignore our feelings of guilt once we begin to become aware of inequity, as this helps us avoid having to give anything up or having to put energy into changing the systems and practices that reinforce the inequity.”

These attempts to avoid responsibility are known as ‘settler moves to innocence’¹. “One example of a move to innocence is framing colonialism only as something that happened in the past,” explains Jody. “By framing settler colonialism as being a historical event rather than an ongoing system, people feel that they can let themselves off the hook.”

Colonialism in music education

While most approaches to music education are not explicitly racist, many of them are based on a colonial world view. For example, Western classical music is often valued more than other types of music, instruments of the symphony orchestra are often emphasised more than other instruments, and white, male composers are often idolised more than their contemporaries with different gender and cultural identities.

“It is important to note that learning to read Western music notation, sing or play a piece by Schubert, and recognise the instruments of the orchestra are not inherently bad things to do,” says Jody. “But, without context around these musical practices and pieces, and without exposure to other perspectives, these lessons reinforce a colonial worldview.”

Decolonising the music classroom

So, how can we begin to rid our music lessons of this colonial worldview? Well, we can start by shifting our mindset. “An idea that has been helpful to me is the idea of decentring Western music,” says Jody. “We don’t have to remove European classical music from our classrooms, but we should include, for example, Inuit throat singing or West African polyrhythms too.”

Another important shift in mindset is to move away from extractivist thinking. “Extractivism is a mindset where land, resources, people and cultural productions are viewed as being ‘there for the taking’,” explains Jody. “When we extract a piece of music from its context and remove it from the web of relationships involved in its creation, we remove its purpose and meaning, resulting in cultural appropriation.”

For example, in many Indigenous communities, songs and the teachings that accompany them are remembered and safeguarded by song keepers and community Elders. Understanding a song and how it can be used requires understanding Indigenous worldviews and protocols, which requires being in relationship with Indigenous musicians and cultural teachers. While this may not be possible in all circumstances, it is unethical to teach songs without context and some understanding of the cultural significance.

Decentring Western music and avoiding extractivism are just two ways in which we can work towards decolonising our classrooms. By opening our ears to the full richness and diversity of musical traditions and cultures, we can learn more, not just about music, but also about each other.

¹ Tuck, Eve, and K. Wayne Yang. “Decolonization Is Not a Metaphor.” Decolonization: Indigeneity, Education, & Society 1, no. 1 (2012): 1–40.

Project spotlight 1

Songs and Stories of Migration and Encounter

“Through Songs and Stories, our research group has been investigating the experiences and impacts of the forced relocation of the Membertou First Nation, an event whose history and impact on the displaced residents are finally being addressed,” says Marcia. “Since 2017, Membertou-based researchers and CSC-based faculty have worked together to recover local Mi’kmaw histories, honour Mi’kmaw traditions and practices, and move towards meaningful reconciliation with local people of non-Indigenous ancestry.”

Songs and Stories has seen four phases so far. The first was a one-day pilot project, where Indigenous and non-Indigenous community members shared songs and documentaries that they had created based on their lived experiences. “The second phase was a six-week in-community workshop that culminated in a shared song and dance performance,” says Marcia. “The CSC team met regularly with local research team members and participants. These teams comprised community Elders, knowledge-holders and culture bearers, local youth, and university-based artist-researchers.”

The third phase, shaped by a request from Membertou First Nation, involved the participatory development of a theatrical production, entitled Kun’tewiktuk, that communicated the events of the community’s forcible relocation and its long-lasting effects. “Through this process, Mi’kmaw youth and Elders engaged with and creatively articulated their community’s history from the perspective of its own members,” says Marcia. “Through the process of creating and staging a play, the wider community was invited to help remember and share this heavy and difficult knowledge with future generations.”

The most recent phase of Songs and Stories was a four-day multi-community event that shared and developed project outcomes through music. “The event began at a gathering in Membertou with traditional songs and drumming and the sharing of a short documentary film about our process,” says Marcia. “International scholars shared their research on the theme, building dialogue among artists, scholars and community leaders from all over the world.” Since that time, local community members in Unama’ki have continued to build relationships and share knowledge at events such as symposia, conferences and community gatherings. The project follows the CSC’s approach of facilitating and supporting research with, by and for Indigenous people and communities to redress historical inequities in research and ensure that Indigenous people are at the helm of studying and sharing knowledge about their histories and experiences.

You can watch some of the creative outputs from Songs and Stories through the links in the ‘More Resources’ section of the accompanying activity sheet.

Project spotlight 2

Ukrainian Diaspora

As a granddaughter of emigrants from Ukraine, Marcia has a personal, as well as a professional, interest in the role that music plays in Ukrainian diaspora communities in Canada. “In 2022, the CSC hosted a festival of Ukrainian heritage featuring performances from Ukrainian musicians, talks from researchers and academics about Ukrainian dance, history and language in Canada, and workshops on traditional music, dance, bread-making, beading and textiles,” says Marcia. “But our work with Ukrainian diaspora in Canada goes back much further.”

Since 1997, Marcia has been working with Julian Kytasty, a third-generation bandura player. His family came from Ukraine to Detroit after being displaced from their homeland due to the Second World War and Russian Soviet aggression. Playing the bandura, a traditional Ukrainian instrument that resembles a lute, had been a part of life for his family in Ukraine, and so it became for Julian when he was born in their new North American home. Through the bandura, Julian’s family also connects with a centuries-old Ukrainian tradition.

“Julian and I have worked together on a number of research, performance, public engagement and education projects,” says Marcia. “In 2014, as part of the collaborative Singing Storytellers project that explored the lives, music and artistry of bards from around our world, I produced an album of traditional songs, featuring Julian, called ‘Songs of Truth’. In 2025, we will re-release the album through Smithsonian Folkways Recordings on our new Sound Communities series along with content-rich learning resources that teachers can use in their classrooms, sharing the story of Julian’s family, who brought this precious music from Ukraine to North America, and many different aspects of Ukrainian music in Canadian diaspora communities.”

Other projects have captured different aspects of Ukrainian music, dance and language in Canada. “I was especially interested in the role of dance practices, festivals and cultural memory of Ukrainians in diaspora communities,” says Marcia. “During the early years of immigration to Canada, when discrimination was often overt, the new immigrants danced together and shared their songs and other creative practices with their new neighbours in Canada. This provided a sense of pride whilst also offering an opportunity for people of Ukrainian ancestry to create community and connection through creative and language practices.” Marcia has also investigated the role of congregational singing among Ukrainians in Canadian church communities. “Singing together helps create a sense of community and belonging, and is a way to continue to practice the Ukrainian language,” she says. “Children of immigrants have frequently told me how this was vital to their families as they endeavoured to make a new home.” Her research suggests that these shared community activities helped immigrants create relationships, new possibilities and life pathways as they settled in a new country.

Research training

With such a range of research projects and disciplines, the Centre for Sound Communities (CSC) is a great place for new researchers to learn the ropes. Research assistants at the CSC benefit from a collaborative community of researchers to learn from and unique opportunities to grow professionally and intellectually by creating research and engaging with different communities. But it’s not just the research assistants who benefit from this commitment to training and mentoring. Experienced researchers and established musicians and artists also find new opportunities and audiences thanks to an atmosphere of knowledge sharing, collaboration and support.

The CSC team is proud of their commitment to provide high-quality training, support and career development for Indigenous, Black and People of Colour (IBPOC) and equity-deserving students and researchers. With a mutually-supportive network that spans international, cultural, religious and linguistic borders, the CSC has become a hotbed of knowledge sharing, collaboration and innovation.

Meet some of the CSC’s current research assistants

Eric Escudero

Growing up in Brazil, there was always music in our home. My father was a great fan of British rock music from the 60’s and early 70’s, Bob Dylan, and other singer-songwriters. He occasionally wrote his own music, and was always playing the classical guitar. I grew up in a house in which music was considered central to human expression, and great musicians were revered as great artists and geniuses. As a result, music became important to me, before I could even realise it.

I have been in many different roles at the CSC, including project manager for the Bala project, developed in partnership with Malian musician Lassana Diabaté. I’ve also supported the creation of bibliographies and research ethics applications, and created written content, conference presentations and videos.

I love discovering exciting new music and the many ways in which it can be meaningful for communities. I love the fact that we get to learn with so many different culture bearers and communities that partner with the CSC.

Music has always played a central role in my life. That is why I study, research, write about and perform music. Since I was a child, I’ve always been fascinated by how music can communicate feelings and ideas in a unique and deep way.

If you find music meaningful, if you want to write about it, think about its political implications and how it helps communities, and to talk to musicians, then this might be the profession for you.

Selina Kibanda

I grew up in a home and family in Tanzania that loved music. My parents love and appreciate music, especially gospel music. Most of my family members either sang or played instruments. My elementary school held events every year that included music from different cultures, including songs from South Africa, Nigeria and the Congo, so I was introduced to different types of music at a young age.

I love exploring and learning about music from different cultures. The more you explore different viewpoints and cultures, the more you learn and understand. I started working with Marcia and the CSC in 2024, and I was happy to be part of the Trans-Atlantic Pilgrimage project events, where we were able to play drums, teach, dance and sing. I am always excited to help with any of the CSC’s projects.

When I want to relax, I listen to music, which helps me enjoy the moment. When I am happy, I listen to music, because it brightens my mood. When I am new to a church, I will always involve myself with praise and worship, because I sing and I love music. Wherever I end up, I get involved in music. It just finds me, no matter what.

Don’t be intimidated by the word ‘ethnomusicology’. When I first heard that word, I had no idea what it meant. But, when you get into it, you realise that it’s pretty straightforward, and if you work with the right people, the experience becomes even more enjoyable. I am not an expert in ethnomusicology; in fact, I am also learning and hoping to improve. Be open-minded and, when you’re stuck with something, ask for help.

Mark Parselelo

Growing up in Kenya, I was surrounded by music. In church, we often sang hymns and worship songs in multiple languages (Swahili, English and local dialects). This gave me an ear for different sounds and rhythms, and I loved how music could bring people together, no matter their background. At home, we sang together as a family, and I learned how to play the piano and guitar. These early experiences made me fall in love with music. It wasn’t just something I listened to — it was something I lived, felt and shared with the people around me.

Currently, I’m working on my PhD, which focuses on migrant musicians working in Nairobi’s music industry. I’m following their stories, the challenges they face and how they contribute to shaping the unique ‘Nairobi Sound’. I’m also co-directing a film about research and balafon making (a traditional African xylophone) for the CSC’s Trans-Atlantic Pilgrimage project under the guidance of Marcia and Afua.

I come from a tradition where music and movement aren’t seen as separate — they are one and the same. In my language, we use the word ‘Ngoma’ to mean dance, music, singing and drumming, all woven together. Dance, in particular, has always fascinated me. My training in dance anthropology and ethnochoreology (the study of dance and culture) has given me the tools to study dance not just as an art form but as a cultural lens. Through dance, I get to see deeper layers of people and their traditions — the intangible parts of their culture that words alone can’t capture.

Ethnomusicology is a fascinating field with countless subfields to explore, allowing you to find your own unique research path. What makes it so special is that you don’t just study music and dance — you live and experience it as part of your research.

Leena Mascarenhas

Growing up in Goa, India, and being raised in a Catholic household, deepened my relationship with music, making it an integral part of my childhood. I learned to play the organ and flute during my formative years. Our radio played music all day in the kitchen, including American, Bollywood and Konkani music, all of which had a profound impact on my musical taste and development.

Currently, I’m working on projects that explore the concept of ‘Two-Eyed Seeing’, which integrates Indigenous and Western knowledge systems, using music and arts to promote emotional well-being. Additionally, I’m involved in an exciting project focused on simplifying complex research topics into accessible formats like podcasts, crafting a narrative story that engages a diverse audience and makes the information more relatable.

What excites me about the research I am involved in is that it is conducted within communities for their own benefit. Additionally, I enjoy using unconventional methods to share and narrate the research, making it accessible to a wider audience. I am eager to learn more about the integration of music and arts into health and explore their potential impacts.

Music has been an integral part of my life since childhood. It has been my companion in moments of joy and sadness, a source of motivation, and a way to celebrate. This connection has only deepened as I’ve lived away from home while pursuing my education and career.

Ethnomusicology is a highly interdisciplinary field that offers the flexibility to connect your area of interest with music, sound and movement. These connections can lead to unconventional approaches such as linking ethnomusicology to health, advocacy, business or other fields. Think creatively about these intersections, and explore how music and movement can enhance understanding in your chosen area of study.

Leim Joe

Music was always present in my life growing up in Eskasoni First Nation. My family listened to popular music and I also listened to Mi’kmaw chants at school and with my family. My great grandmother, Sarah Denny, still sang even when she was in the later stages of Alzheimer’s, and memories of her remind me of certain Mi’kmaw chants like the ‘Treaty Song’, the ‘Welcoming Song’ or my grandmother’s famous ko’jua dance songs, like ‘Wapikatji’j’.

My research includes collaborative projects with other research assistants to document Mi’kmaw chants, dance, language and other aspects of culture. Some of my work with the CSC has involved filming, documenting and performing Mi’kmaw music and dance. Currently, I’m working on a podcast that highlights the relationship between our Mi’kmaw colleagues and Māori people who we interacted with on a recent field course in Aotearoa (New Zealand), and a subsequent trip to participate in the 2025 International Council for Traditions Music and Dance Conference.

I love the in-person interactions I have with people through my research. When you hear people express such passion for a culture in an intimate environment, you retain the knowledge and information more easily than you would from reading an article on the same topic.

Immerse yourself not only in the music you are interested in, but find ways to participate in other musical events too. The most authentic form of learning comes from participant observation. Music workshops at your school, community events like ceilidhs or open mics, and Indigenous gatherings like powwows are great opportunities to learn about the musical culture you are surrounded by, and can foster positive perspectives on culture, music and dance.

Do you have a question for Marcia or another member of the CSC team?
Write it in the comments box below and they will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Learn more about how female artists are challenging gender norms in heavy metal music:

futurumcareers.com/the-heroines-of-heavy-metal-how-are-female-artists-challenging-genre-norms-within-the-music-industry

After decades of researching the negative impacts of food insecurity and how they can be reduced, Professor Elaine Power from Queen’s University in Canada realised that sharing evidence with policymakers and politicians was not enough to create change. So, she shifted her focus to reaching the public, sharing knowledge and understanding with them, and encouraging them to speak up and hold governments accountable. Along with other activist-scholars, Elaine founded Hungry Stories to share not just the facts about food insecurity, but the real human experiences and emotions behind them too.

The Hungry Stories team is also producing a picture book, a young adult novel and an art exhibition, all exploring food insecurity. As well as this, Chloe Halpenny, a doctoral student at Queen’s University, is developing a zine exploring how people in Ontario changed their eating habits in response to receiving a basic income guarantee, and plans to measure the impacts of various Hungry Stories ABKM materials.

“We will be doing some evaluation research about what children, teachers and care givers learn from Shy Cat,” says Elaine. “We hope people participating in food drives will begin to question their effectiveness and demand better responses from politicians.”

Professor Elaine Power
School of Kinesiology and Health Studies, Queen’s University, Canada

Fields of research: Food insecurity; arts-based knowledge mobilisation; public health

Research project: Using arts-based knowledge mobilisation to share research findings about food insecurity

Funder: Social Sciences and Humanities Research Council of Canada (SSHRC)

About arts-based knowledge mobilisation

“In a world that is flooded with information and disinformation, it is hard to catch people’s attention,” says Elaine. Researchers are turning to the arts to find new ways of engaging people with their research findings when conventional approaches fail.

“Arts-based knowledge mobilisation (ABKM) speaks to people’s hearts and minds and engages feelings in ways that academic texts cannot,” says Elaine. “By speaking to our hearts, art can help us change our minds about things. Art helps open up the possibilities to imagine how the world could be otherwise.”

In ABKM, researchers collaborate with artists to bring their research and ideas to life. “Sometimes academic researchers have an artistic talent and skills, but that is unusual,” says Elaine. “Some skills are easier to learn than others, but that might not be the best use of a researcher’s valuable time.” However, when collaborating with artists, it is important to pay people fairly for their work, so funding can sometimes be an issue. As a result, it can take time to build the right team, and it is important to have great team-working skills. “Our team has been working together for many years, and we can only do this because we like and respect each other,” says Elaine.

Despite the challenges of ABKM, the results make it all worthwhile. “I’ve seen powerful theatre productions about healthcare that communicate patients’ experiences of breast and prostate cancer treatment, dementia care, and discrimination in emergency room services,” says Elaine. “Similarly, a doctoral student working with me, who interviewed dietitians about the barriers to social justice in their practices, is making startlingly profound and powerful poetry using the interviewees’ words from the transcripts. I think this type of knowledge translation is about to become very popular.”

Pathway from school to arts-based knowledge mobilisation

At school, make sure you develop a good foundation in science — both natural sciences and social sciences.

Build your communication skills, practice working and collaborating with others, and spend time developing your artistic and creative skills.

In your spare time, immerse yourself in the arts. Go to the theatre and to dance performances, visit art exhibitions, read novels, and explore anything that sparks your curiosity and imagination.

Explore careers in arts-based knowledge mobilisation

You can learn more about the work of Elaine, Chloe and their colleagues in the School of Kinesiology and Health Studies at Queen’s University in Canada on their website.

Queen’s University offers a number of different summer camps for high-school students.

“Anyone pursuing a research career in which they want their research to change policy, practice or public opinion should keep ABKM in their toolkit as an effective way to translate knowledge,” says Elaine. “I think we will be seeing much more use of it!”

Meet the Hungry Stories team

Jennifer Brady

Dr Jennifer Brady is an Associate Professor in Nutrition and Dietetics at Acadia University, Nova Scotia.

Jennifer Black

Dr Jennifer Black is an Associate Professor of Food, Nutrition and Health in the Faculty of Land and Food Systems at the University of British Columbia.

Dian Day

Dr Dian Day is an award-winning novelist and the author of the graphic novel, Shy Cat and the Stuff-the-Bus Challenge, based in Antigonish, Nova Scotia.

Amanda White

Dr Amanda White is a Canada Research Chair in Sustainability, Ecological Justice, and Climate Action in Creative Practices (Tier II) and an Assistant Professor of Critical Studies at Emily Carr University, on unceded Musqueam, Squamish and Tsleil-Waututh territories.

Chloe Halpenny

PhD candidate, School of Kinesiology and Health Studies, Queen’s University, Canada

Fields of research: Social policy; poverty and income security; feminist/disability studies

As a teenager, I was interested in everything. I loved musical theatre and competitive dance, but I was also fascinated by history, law and the environment. I had a strong sense that I wanted my work to align with my values and do some kind of social good. Having varied interests helped me make decisions later on.

I moved to Ottawa for an interdisciplinary undergraduate programme in public policy and public affairs, where I studied everything from communications and journalism to political science, law and research methods. I worked as a House of Commons Page in my first year of university, which gave me a first-hand glimpse into policy-making and the political process.

The moment that really changed everything came in 2018. Ontario’s provincial government was providing a basic income guarantee to test whether it could effectively address poverty. A newly-elected government cancelled the trial after one year, deleting the data before it could be evaluated. I was furious. I pivoted my graduate research to focus on the trial, interviewing 26 participants — primarily women — about what receiving a basic income had meant for them. Every person described how it fundamentally improved their lives. Hearing those stories gave me a deep sense of responsibility to make those realities visible and to show that alternatives are possible.

In 2020, I helped establish the Basic Income Youth Collective, a group of young people advocating for a basic income guarantee. Through this group, I share research about basic income and economic justice in creative, accessible forms. Findings from my interviews and the research of fellow BIYC members have been brought to life through initiatives like Basic Income Bought Me, a social media campaign about how people spent their basic income, and Room to Dream, a zine about the Ontario Basic Income Pilot, pairing research findings with handmade collages. These projects influence how I approach knowledge mobilisation in my PhD, which looks at medical eligibility for disability benefits.

Chloe’s top tip

Figure out what you care about (and accept that this may change over time), find other people who care about the same thing, and get involved. Whether they’re already doing something about it or want to start — form communities with people with shared interests.

Do you have a question for Elaine, Chloe or the Hungry Stories team?
Write it in the comments box below and they will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Learn more about food insecurity:

futurumcareers.com/public-health-research-with-dr-deepak-palakshappa

The COVID-19 pandemic rocked society, affecting the daily lives of nearly everybody on the planet. Children were especially affected; schools closed down and opportunities for learning and socialising diminished dramatically. As a Professor of Music at the University of Alberta in Canada, Dr Ardelle Ries is a strong advocate for the developmental importance of singing from an early age. She is investigating how the pandemic affected children’s attitudes to singing, and what this means for their development.

When analysing the effects of the pandemic, the results were concerning. “The data suggest a complex interplay of negative factors, including reduced opportunities for participation and increased anxiety,” says Ardelle. “However, there are also potential positives, such as deeper appreciation for singing and increased opportunities for informal family singing.”

From data to documentaries

The team’s work is not yet over; the FVC project yielded a huge amount of data for analysis, which will take a long time. In the meantime, the team decided to communicate their established findings through the production of a short documentary. “We filmed additional footage to create a 15-minute documentary that reveals children’s own perceptions of singing first-hand,” says Ardelle. “The film will be used as an advocacy tool for music educators.” The documentary takes a unique approach, focusing almost entirely on the voices and perspectives of children; adult voices are mostly absent.

The team is also working on other communication tools. “We are aiming to compile and publish a collection of essays by esteemed music educators from Canada and beyond to accompany our findings,” says Ardelle. “We also have plans for the production of a second documentary.” These efforts will help educators to adjust their teaching approaches accordingly. “Understanding shifts in attitude is crucial for informing post-pandemic recovery strategies in music education,” says Ardelle. “We hope that our findings will provide music educators, arts service organisations and the general public with a deeper understanding of how children relate to singing.”

Dr Ardelle Ries
Professor of Music, Department of Fine Arts & Humanities, Augustana Faculty,
University of Alberta, Canada

Fields of research: Music; music education

Research project: From the Voices of Children: Investigating how the COVID-19 pandemic affected children’s attitudes towards singing

Funders: University of Alberta Endowment Fund for the Future; University of Alberta Support for the Advancement of Scholarship; University of Alberta Kule Institute for Advanced Studies; University of Alberta President’s Fund for the Creative and Performing Arts; Alberta Teachers’ Association; Social Sciences and Humanities Research Council of Canada (SSHRC)

This work was supported by SSHRC, under award number 430-2022-00364. The contents are solely the responsibility of the authors and do not necessarily represent the official views of SSHRC. University of Alberta Ethics ID: Pro00159107, Pro00118431, Pro00111994, Pro00123426

Website: fromthevoicesofchildren.com

About music education research

Music education research typically involves working closely with both music teachers and students to understand best practices for music education and how this creative outlet influences students’ development beyond the classroom. The From the Voices of Children project focused on this process in young children. “Children are a source of unlimited wonder and awe,” says Ardelle. “Musicality begins even before birth, through vibration, the heartbeat and attuning to environmental sounds.”

While all children are naturally drawn to music, the opportunities open to them often depend on practical realities. “A broad and complex array of socioeconomic and sociocultural factors can either encourage or prevent access to quality music education experiences,” explains Ardelle. “It’s important to address preventative factors. Participation in music enriches child development and fuels passion, motivation and dedication.” Technological developments are also presenting challenges. “It’s easier to watch a YouTube video or an Instagram or TikTok reel than it is to sing or compose a song,” says Ardelle. “The next generation of music educators will need to consciously advocate for active, rather than passive, participation in music.”

The importance of active participation is highlighted by the singing identity theory – that a person’s identity is linked to singing and the use of their voice, and that what you believe about yourself as a singer affects how confidently and willingly you sing. With singing linked to self-perception, self-esteem and social belonging, song-based music education can play a hugely positive role in young people’s lives.

In any social science, it is important to think about how to interpret qualitative results – something Ardelle is very conscious of. “Research processes shouldn’t be considered fully reliable,” she says. “For example, it can’t be assumed that researchers are able to fully and objectively interpret the actions or statements shared by children.” Overcoming this is not easy – but is critical. “Understanding children’s attitudes to music, and the factors that contribute to these attitudes, is vital for the future of singing,” says Ardelle. “We need future generations to fully and freely embrace singing as a fundamental form of human expression.”

Pathway from school to music education research

At school, many subjects can lead to music education research, including music, humanities, mathematics (especially statistics), sciences, languages and fine arts.

Ardelle recommends nurturing your own musical tendencies. Take music lessons, participate in ensembles in or outside school, and build your musical knowledge. Gaining an understanding of teaching methods is also important.

Equally, many different university courses can lead to a career in music education research, including degrees in music, teaching qualifications, social sciences and psychology.

Explore careers in music education research

Ardelle suggests the International Society for Music Education (ISME) website for learning about the worldwide network of music educators.

Ardelle highly recommends talking to music educators close to you – potentially within your school and community – to seek opportunities for mentorship, work experience, networking and inspiration. The ISME Directory of Music & Music Education Institutions can help you locate music education institutions and organisations worldwide.

The Augustana Faculty at the University of Alberta, where Ardelle is based, enables undergraduate music students to act as teaching assistants for ensembles, among other opportunities.

Careers and their respective salaries vary widely in this sector. According to Glassdoor, a music researcher in Canada can expect to earn about CAN $61,000 per year.

Meet Ardelle

My mother played an integral role in my musical development. From my earliest memories and throughout my childhood and beyond, my mother was a font of support and encouragement, providing me with a rich and fertile environment where I could fall in love with music.

Singing has, quite literally, saved my life. While dealing with personal challenges as a young adult, it was singing in choral ensembles that kept me going. Once I’d completed degrees in music and education, I was hired to teach within a music programme in a primary school. I was determined to be the best teacher possible for my students. This was a deeply transformative experience; the sounds of those young voices sparked my dedication and passion for children’s singing.

Many gifts have launched and influenced my career. Aside from my good fortune studying with superb voice teachers and choral music educators, a successful audition for a professional Canadian choir led to amazing international travel, study and performance opportunities. My experiences at the Kodály Institute of the Liszt Academy of Music and teaching music in a Kodály school in Hungary for some years were life-changing!

I am very proud of and grateful for my work at the University of Alberta. I have provided quality educational and performance experiences for my students; successfully organised an international music educators’ symposium; secured numerous grant applications for music education research; and established a multigenerational, inclusive community choir, SingAble.

Singing is simply an essential part of life. Though I am moving through the final phase of a fulfilling 40-year career, until the end of my days I will continue to encourage one and all to embrace, explore and enjoy singing.

Ardelle’s top tip

Celebrate and have confidence in the gift of your beautiful and unique voice.

Do you have a question for Ardelle?
Write it in the comments box below and they will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Read about the Royal College of Music’s Performance Laboratory:

futurumcareers.com/learning-in-the-spotlight-cutting-edge-technology-to-help-performers-reach-their-full-potential

Agriculture is essential for feeding the world’s population. However, the land clearance, chemicals and intensive working of the soil that come with it can all cause significant damage to the environment. To make agriculture more sustainable, Dr Angela Kross from Concordia University in Canada, is investigating how remote sensing technologies can be used to monitor the environmental impacts of agriculture.

Angela believes that remote sensing technologies should be incorporated into agricultural environmental impact assessments so that farmers can monitor how agricultural practices are affecting the environment. “I want remote sensing to become a practical, accessible tool that helps align agricultural production, biodiversity conservation and climate goals, rather than treating them as competing objectives,” says Angela. “Ultimately, I hope my research will help make agriculture more sustainable by giving farmers tailored information about where environmental risks (such as erosion hotspots and biodiversity conflict zones) are highest. I also hope remote sensing of environmental indicators will be integrated into routine monitoring and policy tools, such as agricultural environmental impact assessments, to improve the sustainability of agriculture.”

Dr Angela Kross
Department of Geography, Planning and Environment, Concordia University, Canada

Fields of research: Remote sensing; environmental sciences; ecology; geography

Research project: Advancing multi-sensor and multi-source data integration methods for improved characterisation and quantification of crop development and its impacts on the environment

Funder: Natural Sciences and Engineering Research Council of Canada (NSERC) Discovery Grant number RGPIN-2023-05646

Do you have a question for Angela?
Write it in the comments box below and they will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Learn how famers in Alaska are using remote sensing to help address the challenges of farming on permafrost:

futurumcareers.com/farming-on-permafrost

Every cell in the body depends on transporters – proteins that move molecules in and out of the cell. While many are well understood, hundreds remain unknown. Dr Kathy Giacomini, Dean of the School of Pharmacy at the University of California San Francisco in the US, is investigating these orphan membrane transporters to reveal their roles in human evolution, normal physiology and the genetic reasons why people react differently to the same medicines.

One of the team’s first discoveries in the orphan transporter area was the function of SLC22A15. They found that it transports zwitterions and shows a strong preference for ergothioneine, a powerful antioxidant that humans must obtain from food. Before this, only one human transporter – OCTN1 – was known to move ergothioneine. Yet OCTN1 is not present at the blood-brain barrier, even though ergothioneine is found in the brain. “Because SLC22A15 is located there, it may explain how this compound enters brain tissue,” says Kathy.

Kathy has also deorphaned SLC22A24, a transporter that moves sex-steroid conjugates such as androsterone glucuronide. Kathy’s team found that this transporter sits in the kidney, where it normally reabsorbs these molecules so they can be converted back into hormones like testosterone. However, many humans carry a common stop-codon variant that disrupts its function, and other primates are also gradually losing this transporter through evolution.

Finally, Kathy’s lab discovered that SLC22A10 works in chimpanzees but not in humans. In humans and ancient hominids such as Neanderthals, a single amino acid change destabilised the protein, preventing it from reaching the cell surface. When Kathy’s team studied the chimp version, they found it transported sex-steroid conjugates, hinting at a biological role that humans have lost over time.

Why does Kathy’s research matter?

Kathy’s team will continue to explore the SLC22 family, focusing on how the kidney reabsorbs steroid conjugates and recycles them back into active compounds. They are investigating how evolution has shaped these transporters, including why some have been lost in humans, and how this affects biological pathways.

“Ultimately, these studies will increase our knowledge of the genetic basis underlying drug response and will contribute to advancing the era of personalised medicine,” says Kathy. “Furthermore, our studies will explain the genetic mechanisms of decreased drug response and, ultimately, contribute to improving drug design for safe and effective treatments of subgroups of patients who do not respond to standard treatments.”

Dr Kathy Giacomini
School of Pharmacy,
University of California San Francisco, USA

Field of research: Pharmacology

Research project: Deorphaning membrane transporters

About pharmacology

Pharmacology is the study of how drugs interact with the body, including how they are absorbed, transported, metabolised and eliminated. Pharmacology studies help us understand why medicines work for some people but not others and how the body handles substances from food, the environment, or the microbiome. “Deorphaning a transporter, knowing that your research led to new knowledge of biology, is extremely rewarding,” says Kathy. “How can we understand human biology if we do not know what each individual gene does? Through this work, I feel I have contributed to an understanding of biology and, in particular, human biology.”

A major focus in pharmacology is pharmacogenomics, which studies how genetic differences affect drug response. Kathy’s research highlights how transporter genes influence the effectiveness of common medicines. For example, metformin, the first-line treatment for type 2 diabetes, is taken up by transporters in the liver called OCT1, OCT2 and OCT3. Studies in 10,000 patients showed that response to metformin was linked to a variant in a glucose transporter, SLC2A2, which controls how sugar is moved in and out of liver cells – rather than the SLC22 transporters. Meanwhile, allopurinol, used to treat gout, is converted in the body to an active form called oxypurinol, which relies on a transporter called ABCG2. A common genetic variant in ABCG2 affects how well the drug works, influencing both oxypurinol and uric acid levels. “All of these studies have important implications for precision medicine,” says Kathy. “With genotyping, one may be able to dose the drugs more precisely or to prescribe different drugs.”

The next generation of pharmacologists will have exciting opportunities, especially with new technologies. Computational methods, AI and advanced laboratory tools will help researchers study transporters in greater detail. “Learning how transporters interact with other proteins and the pathways that they form will be the subject of the next generation of transporter biologists,” says Kathy. “New methods to study transporters will also be developed, providing more research opportunities.”

Pathway from school to pharmacology

In high school, build a strong foundation in the core science subjects of biology, chemistry, mathematics and physics.

“At university, take courses in biochemistry, physiology, pharmacology and genetics,” advises Kathy. “It is also useful to understand computational sciences, such as how to program, as well as statistics.”

Look out for outreach opportunities provided by universities near you. “For example, we have many outreach schemes for high school students in the San Francisco Bay Area, most notably the University of California San Francisco Science and Education Partnership,” says Kathy. Find out more.

Explore careers in pharmacology

“Join various societies such as the American Society for Pharmacology and Experimental Therapeutics, the International Society for the Study of Xenobiotics, or the British Pharmacological Society,” says Kathy. These organisations provide educational resources, career guidance, webinars, and networking opportunities for students and early-career researchers.

Q & A

Meet Kathy

Who or what inspired you to become a pharmacologist?

I was strongly influenced by my parents. My father was a geophysicist who loved science, and I gained a strong love of science from him. My mother was a Filipina who had a strong interest in health professions. I became a pharmacist but was drawn to the sciences that form the underpinnings of the profession. So, I went back to school to get my PhD in pharmacology.

What experiences have shaped your career? Have there been any eureka moments along the way?

People have helped me along the way. My parents, my PHD advisor Dr Gerhard Levy, my postdoc advisor Dr Terrence Blaschke, who was open to me exploring various avenues of research, and my peer mentors at UCSF: Ira Herskowitz, Neil Risch and David Agard. Of course, my supportive husband, John, and family have been critical.

A eureka moment was when I realised that I had to learn molecular biology and went on a sabbatical in Dr Heini Murer’s laboratory to learn expression cloning of transporters. And a second was when I knew I had to learn more genetics and worked in the laboratory of Dr Yusuke Nakamura at the University of Tokyo in Japan. These two sabbaticals helped me change direction and refine my focus.

How do you switch off from the pressures of your work?

Research is an oasis and a love of mine. If I get a moment free from my very busy schedule as dean, I find my way to reading some interesting research. I am also an avid gardener and love growing vegetables. I love to crochet, read, play pickle ball and ski. I spend time with my three grown kids and have five grandkids, with another on the way!

What are your proudest career achievements so far?

I’m proud of many achievements. These include: cloning the first human organic cation transporter and the first human transporter in the SLC22 family, cloning the first human purine nucleoside transporter, CNT2, and deorphaning three transporters in SLC22 family. I am proud to have led the International Transporter Consortium, which has made excellent recommendations on transporter-mediated drug-drug interaction studies to the FDA and other regulatory bodies. My large genome-wide association studies in pharmacogenomics have yielded highly reproducible results, which has been very rewarding. I am proud of the many students and trainees I have mentored, who have gone on to have stellar careers in academia, industry and in drug regulatory agencies. And by no means least, I am proud of being dean of the number one school of pharmacy in the world!

What are your aims for the future?

My research continues! I am learning about the transporters I have already deorphaned, and I am deorphaning others. I would also like to explore the biological pathways of renal reabsorption and recycling for drug conjugates.

Pharmacy has a rich educational remit yet tends to only train pharmacists. I would like to lead the expansion of education programmes in schools and colleges of pharmacy. With others, I have already developed a new AI and Computational Drug Discovery and Development Master’s Degree programme and would like to do more.

Kathy’s top tips

1. Don’t follow in anyone’s footsteps.

2. Explore, enjoy and indulge your curiosity.

3. Have fun!

Do you have a question for Kathy?
Write it in the comments box below and they will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Read about pharmacology research into biomarkers to help treat disease:

futurumcareers.com/searching-for-enigmatic-biomarkers-to-address-a-devastating-degenerative-disease