Clinical trials are a rigorous and time-consuming part of medical research, with new drugs or vaccines sometimes taking ten to fifteen years to complete. At the University of Alberta in Canada, Dr Vanessa Meier-Stephenson is trialling a new vaccine for hepatitis C, using several specialist techniques, such as a ‘double-blinded’ approach, to make sure the vaccine is safe and reliable.

“In the randomised controlled trial stage, half of the participants will receive the actual vaccine product, while the other half will receive a placebo,” explains Vanessa. This stage of the trial will also take a ‘double-blinded’ approach, where both the participants and the clinical team are ‘blind’ to which patients have taken the placebo vaccine. Instead, the vaccine will be administrated by a nurse who is not involved in the data collection, and the syringe will also be covered in tape so the participants cannot guess which mixture they are receiving.

“It’s important to do this sort of blinding to ensure we’re capturing every little detail,” says Vanessa. “For example, if you thought you’d been given the placebo, you might not report the upset stomach you had later that day, or if we saw an abnormality on a test, we might interpret it less significantly if we knew it was a placebo case.” This part of the trial also demands an extremely high level of scrutiny. “Even minor abnormalities in blood tests that I might normally dismiss as a clinician will get documented,” says Vanessa.

What next for the team?

Vanessa and the team have planned out their clinical trial and are confirming stability testing to ensure that their vaccine is safe and stable enough for the rest of the work to start. “We are right at the starting line of the next stage,” says Vanessa. “We have the required approvals from Health Canada, animal studies are complete, and we have our recruitment materials ready to go.”

Through teamwork and collaborative efforts, the team will soon know if the E1 and E2 proteins, alongside the stronger adjuvant, in the new vaccine will create the desired immune response. It is an exciting point in the journey for the research team.

Dr Vanessa Meier- Stephenson
Assistant Professor, Faculty of Medicine & Dentistry, Medicine Department,

University of Alberta, Canada

Field of research: Infectious diseases

Research project: Running a double-blinded clinical trial of a hepatitis C vaccine

Funders: Li Ka Shing Applied Virology Institute; Canadian Institutes of Health Research (CIHR)

About medical research

Medical research is an exciting area of healthcare where scientists work together on pioneering studies to improve patient care and patient experience. “Medical research is always evolving,” says Vanessa. “It is common for clinical trials to explore drugs, such as medicines, vaccines and natural health products, or the development of devices, such as diagnostic tests, implantable devices and wearable devices.”

Science conducted in the laboratory can provide discoveries that have practical, ‘real world’ medical applications for patients, a research process termed ‘bench to bedside’. But it is not only scientists who work in medical research. “Doctors, nurses and coordinators working directly with patients can work in research,” says Vanessa. “Their involvement also provides discoveries that go into clinical trials.”

The introduction of artificial intelligence (AI) to the field is leading to a wide range of possibilities for the next generation of researchers. “What role does AI play in human research, and how will it impact medicine? Can it be integrated into or enhance certain areas in research?” asks Vanessa. “I would argue that it’s less a case of ‘AI will take over’ or ‘AI will take our jobs’ and more about trying to understand how, with the support of AI, we can increase our efficiencies to achieve the many goals of medical research.”

Pathway from school to medical research

Working in medical research requires a mix of scientific knowledge and interpersonal skills. “It is helpful to know basic sciences (i.e., biology, chemistry) to understand the science behind the research, but we mustn’t forget that social sciences are equally important because most medical research relies on human interactions,” says Vanessa.

At university, study a bachelor’s degree in biology, biochemistry, pharmacy or a similar field. Take extra courses in communication or volunteer in a customer service environment to develop your interpersonal skills. “I would recommend students take whichever courses/subjects interest them most at the time,” adds Vanessa.

To work in research, you will typically need at least a bachelor’s degree. Many researchers complete a topic-focused master’s degree or develop a high-level of expertise with a PhD.

If you live in Alberta, have a look at the University of Alberta High School Youth Researcher Summer Program. “This programme gives high school students the chance to take part in a health-related research project and get paid a stipend over the summer,” says Vanessa.

Explore careers in medical research

“Start with the basics,” says Vanessa. “Try to find opportunities (paid or unpaid) where you can learn more about what research is about and what it can entail. There are institutions, researchers and companies who are constantly seeking people. Be proactive and take the initiative to reach out to them.”

Watch this video of Vanessa working in her lab and explaining her job.

There are many ways to be involved in medical research. “Research work is diverse. There are studies involving bench/wet lab work, chart review work, patient/ participant-facing work and so on, which means there is more than one type of area that may pique your interest,” says Vanessa.

The Certified Clinical Research Professionals Society has some useful information about the different roles and responsibilities in medical research.

Meet Vanessa

Being a doctor and a researcher can be highly stressful. There are a lot of demands on my time, and I want to ensure I’m doing my best in all areas. The implications of poor performance on the clinical side might impact a patient’s length of stay in hospital or, in the worst-case scenarios, their health or life. The implications of performing poorly in the lab are wasted materials and time, so the stakes are much lower, but we need to ensure we’re doing good research or we won’t be able to retain funding. The stresses are different for my different roles, and if a patient (or trial participant) has an issue that comes up that I need to address, all other things take a backseat until it’s been dealt with.

My patients continue to remind me of the bigger picture of what we’re doing. In my lab, it’s the excitement of discovery – the potentials and ‘what ifs’. It’s also incredibly rewarding to be part of those ‘aha’ moments, when a student finally figures out a challenging experiment they’ve been working on or comes up with a neat idea for what to do next based on their data. What drives me to do the clinical trial work is the potential to bring a basic science discovery into the medical realm where it can actually benefit patients – from bench to bedside.

Science is absolutely a team effort; there is no way I could do this alone. On the clinical trial, I work with many other clinicians who help monitor patients to spread the workload. And we have research nurses and pharmacy personnel who also have important roles in the trial process. The most central member of our team is our study coordinator, Kelly. She’s the one who keeps us all organised and ensures the day-to-day operations run smoothly.

Vanessa’s top tips

1. Don’t feel forced into a specific path. Keep looking for opportunities and seek diverse experiences.

2. It’s okay to not have everything figured out — just work hard at each thing you do, and you’ll learn more about yourself and your passions along the way.

3. Don’t internalise failure. If an experiment doesn’t work, ask why and learn from it. Sometimes, a ‘failed’ experiment opens up a whole new area of discovery.

Meet Kelly

Kelly Kim, Study Coordinator, Hepatitis C vaccine clinical trial

When I was growing up, my dad couldn’t run or play with me like the other able-bodied dads could with their kids, as he had a severe limp which limited his mobility. There was a part of me that was determined to become a doctor to fix his leg, and my enthusiasm and passion for medicine took effect from there.

My career has been shaped by curiosity. As an undergraduate student, I volunteered at my local children’s hospital. The opportunity to support research within the emergency department arose, and I’ve been working in research ever since!

My role as Study Coordinator involves reviewing and developing protocols, informed consent forms, data collection forms, databases and manuals; submitting to our local ethics board; recruiting and following up with participants; communicating with study/clinical care teams and the participants; being organised and detail-oriented; prioritising deadlines; and managing day to day activities, just to name a few!

While the fundamentals of research remain the same, every study is different and you need to start anew for each study you work on. Figuring out the logistics of how best to run the study with the resources you are allocated is a massive jigsaw puzzle.

The rewarding part is when you get a study up and running seamlessly and you’re one step closer to success and completion. Somehow, whatever you think will work in theory doesn’t translate into practice, so you end up troubleshooting until you get it just right. But that’s the beauty of working in research because you really don’t know what to expect. It keeps you on your toes!

Kelly’s top tips

1. There are no ‘dumb’ questions so keep asking them! Keep engaging with the work even if it makes you uncomfortable and uncertain.

2. Keep learning, because that’s how you’ll increase your potential. Don’t limit yourself by what you believe is the extent of your abilities and capabilities.

Do you have a question for Vanessa or Kelly?
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 medical researchers conduct clinical trials:

futurumcareers.com/in-evidence-we-trust-how-do-doctors-decide-which-treatments-to-recommend-to-their-patients

Virtual reality is a useful tool for a range of research areas, from perception to therapeutic interventions, where avatars can be used as substitutes for real people in virtual experiments. However, while virtual reality video games often contain lifelike avatars, academic researchers do not have the technology, money or animation expertise to create avatars that look and behave like real people, which limits their usefulness. To address this problem, Dr Rachael Taylor, a behavioural psychologist at the University of Kent in the UK, has developed an accessible method for constructing realistic avatars.

How realistic are Rachael’s avatars?

For this avatar creation method to be useful for psychology experiments, people need to respond to the avatars it produces in the same way as they would respond to humans. To test whether this is the case, Rachael and the team conducted their own virtual reality experiments to see how people react to the avatars’ eye gaze and facial expressions.

You are more likely to process the properties of an object, such as its location or colour, if you see someone else looking at it – a phenomenon known as the gaze-cueing effect. Rachael tested whether her avatars produced the gaze-cueing effect by placing participants in a virtual room with an avatar, who would gaze towards the left or right before a white sphere appeared in the room. Participants had to identify the location of the sphere as quickly and accurately as possible. The team found that the spheres were indeed located more quickly when the avatar gazed towards (rather than away from) its location before it appeared, demonstrating human-like gaze-cueing effects.

To see how participants recognise avatar facial expressions, the avatars were also animated to display the emotions of happiness, sadness, anger, fear, surprise and disgust. When participants were placed in a virtual room with these avatars, they were generally accurate at recognising their facial expressions.

“Our findings demonstrate the validity of our avatars as research tools and show they have good potential for exploring how people process social signals in virtual reality experiments,” Rachael concludes. “Our avatars produce a strong gaze-cueing effect and are also capable of displaying complex facial expressions.”

How is Rachael’s research helping psychologists?

“By developing our avatar construction method, our goal is to empower researchers who are inexperienced with creating avatars to be able to generate realistic avatars for their virtual reality experiments,” says Rachael. This method for creating realistic avatars does not require expensive equipment, specialist software or animation expertise meaning it is accessible for all psychology researchers.

“In addition to developing the avatar construction technique, I have also written a detailed guide for researchers who are interested in using virtual reality in their experiments but don’t know where to begin,” says Rachael. Through this work, Rachael and the team at the University of Kent hope to advance the wider fields of psychology and behavioural science by teaching other researchers how to create immersive virtual reality experiments containing realistic avatars.

Dr Rachael Taylor
School of Psychology, University of Kent, UK

Field of research: Behavioural psychology

Research paper: High-Fidelity Avatars for Behaviour and Cognition Research in Virtual Environments: An Accessible Construction Method for Scientists. Taylor, R. L., et al (in press)

Funder: Rachael Taylor’s work is funded by a research grant from the Economic and Social Research Council (ESRC Grant no ES/X011208/1) to Markus Bindemann at University of Kent and Mike Burton at the University of York.

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

Learn how Rachael’s colleague, Professor Markus Bindemann, is using realistic avatars to study face perception:

futurumcareers.com/what-if-we-could-do-psychology-experiments-in-virtual-reality

Strokes are most often associated with older adults, but they can happen to babies, children and teenagers too. Although they are rare, childhood strokes can have serious long-term effects, with one in three children going on to develop seizures and epilepsy. At the University of California, San Francisco and Benioff Children’s Hospital in the US, Dr Christine Fox is exploring how the brain heals itself after a childhood stroke and uncovering how this can lead to epilepsy.

Dr Christine Fox
Professor, Department of Neurology, University of California, San Francisco (UCSF)
Director, Pediatric Stroke and Cerebrovascular Disease Center, Benioff Children’s Hospital, California, USA

Field of research: Paediatric vascular neurology

Research project: Investigating how childhood stroke leads to epilepsy through the Seizures and Children’s Outcomes after Stroke (SCOUTS) Study

Funders: US National Institutes of Health (NIH); American Heart Association; Pediatric Epilepsy Research Foundation

This work is supported by the NIH-NINDS under award number R01NS119896. The contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH.

About paediatric vascular neurology

“Paediatric vascular neurology is an exciting field because doctors and researchers are still discovering why strokes happen in children and how to treat them more effectively,” says Christine. Childhood strokes are rare, so there is still a lot of research to be done, and working in the field provides the opportunity to carry out meaningful studies and shape future treatments.

For Christine, each day is varied as she splits her time between working with patients, conducting research and teaching students. “In my clinical practice, I am often faced with medical mysteries and challenged to think creatively,” she says. “Working with medical students and neurology residents at different levels of training is rewarding, and as a researcher I get to collaborate with scientists around the world and contribute to research that can genuinely help children. My day-to-day work is highly collaborative, working with many other subspecialists like neurosurgeons, radiologists, intensive care specialists and therapists to name a few. Every day is a little bit different and offers a chance to learn something new.”

Working with a rare disease presents practical problems, such as finding research funding, but the main challenges are on a human level. “Working in an intense hospital setting with children who have serious neurological injuries can be stressful, and, some days, the work is emotionally heavy,” says Christine. “Part of my job is to have hard conversations with parents or kids who are scared, overwhelmed or grieving. While these aspects of my work are challenging, those challenges are also what make the work meaningful. I hope that I can give critical medical care, provide valuable information for families to understand and make medical decisions, and offer human comfort.”

Pathway from school to paediatric vascular neurology

At school, subjects like biology, chemistry and physics can help you build a solid foundation. Developing communication and teamwork skills will also be beneficial.

At university, studying medicine and taking courses in neurology, paediatrics and research methods will build on these foundations.

Christine recommends developing traits such as curiosity, persistence and empathy. “It’s also important to take care of yourself along the way, because medical training is long and can be demanding,” she says. “Developing good study habits, time management skills and coping strategies for stress will serve you throughout your career.”

“Get exposure to healthcare settings by volunteering at hospitals or shadowing doctors to help you understand what it’s like to work with patients and families,” suggests Christine. “Look for opportunities to get involved in research. This will help you build critical thinking skills and find out if you like the day-to-day work of a scientist.”.

Explore careers in paediatric vascular neurology

The UCSF Science & Health Education Partnership runs an eight-week summer internship programme for high school seniors in San Francisco and the UCSF Center for Science, Education and Outreach offers an eight-week summer enrichment programme for high school students. “Many other universities may have opportunities for high school students who are looking for exposure to careers in health or science,” says Christine.

Explore the websites of the World Stroke Organization, the American Academy of Neurology, the International Child Neurology Association and the International Pediatric Stroke Organization for useful information, resources, career advice, and opportunities to volunteer and meet professionals in the field. You could even consider attending events or conferences to discover more.

Meet Christine

As a teenager, I loved to read and to play sports – volleyball, basketball, track and rugby. Playing sports and being physically active has always been helpful for me as a social outlet and to balance other interests with school and work. I would have experienced a lot more burnout if I did not have these fun outlets!

I love working with people. Some of my patients are healthy but have a stroke risk factor, and I teach them how to stay healthy. Some of my patients have had a stroke, and I am involved in their medical treatment during their recovery. It is a privilege to be able to support children and their families during a vulnerable time, to develop long-standing relationships, and to see kids grow and change.

I love working with my colleagues at UCSF and with research collaborators around the world. It’s exciting to be able to travel for work and engage with other people who are interested in similar areas of science and medicine. My schedule is a little different each day and each week, which makes the work interesting and keeps me on my toes.

I love to be physically active. I bike to work almost every day, and enjoy mountain biking, road cycling, snowboarding and running with friends. I have three kids, so our household is pretty busy. I like to cook with my husband and eat family dinner together when we can make it work with everyone’s crazy schedules!

Christine’s top tips

1. Find a sub-discipline that you enjoy. This will help you persevere when the training becomes tiring.

2. Build strong relationships with supportive peers and mentors.

3. Maintain a balance in life with friends, family and your other interests. This is key to satisfaction in whatever career you pursue.

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

Learn more about how researchers and doctors are helping children recover from cancer:

futurumcareers.com/what-can-data-tell-us-about-the-long-term-effects-of-surviving-childhood-or-adolescent-cancer

Traditionally, car insurance prices are based on factors such as the driver’s age and driving history. The introduction of technologies such as GPS tracking and in-built cameras presents the opportunity to monitor driver behaviour, which could allow for more personalised car insurance. At New York University in the US, Daniel Vignon is using mathematical models to explore how monitoring driver behaviour could impact the car insurance industry, road safety and the future of automated driving.

To drive his research forward, Daniel and his PhD student Sen Yan have been building mathematical models of personalised insurance markets. “We start with a model of an insurer choosing the premium and coverage for a given driver,” Daniel explains. “The insurance contract could be personalised and based on the driver’s behaviour (or not) so that drivers have a choice of the type of contract they sign-up for.” Daniel and Sen add more layers to the model, such as drivers interacting with other road users and competition between different insurers. “We build up to a model with many drivers and many insurers, and then examine how the interactions change if, for example, data is shared between insurers or between automakers and insurers,” Daniel says.

Daniel is also interviewing stakeholders to understand how monitoring affects driver behaviour. The discussions centre around how tracking drivers impacts the insurance market, whether automakers prefer to sell driver behaviour data or provide personalised insurance themselves, and how companies manage privacy.

So far, his interviews have been with telematics companies. “I ask who should own driver data – the telematics company that collects it or the driver who generated the data?” he says. “And I ask what they think their role will be when automated vehicles are integrated into transportation systems.” Automated vehicles will need to include tracking devices, so this data could be sent directly to insurers without the need for telematics companies. “So I want to understand whether this is a cause for concern for telematics companies,” he says. “Surprisingly, it is not, because telematics companies have the expertise in analysing large driver data that many insurers and automakers lack.”

Later, Daniel will interview insurers and automakers to understand how they think technology will change their respective industries, and the challenges they will need to address to remain relevant.

The long-term journey

Daniel is keen for drivers to be supported as well as monitored. “It’s not just observing drivers that makes a difference to their behaviour,” he says. “It’s also important to educate drivers and give them easily digestible information about how they are driving. This helps them understand what they could change to improve their safety, reduce their risk and, therefore, their insurance costs.”

In the future, Daniel hopes to move beyond focusing on just insurance and monitoring. “Instead, can we quantify the benefits of monitoring at a system level?” he asks. “For example, what percentage of drivers should be monitored to improve the safety of the whole road system? By answering these questions, we hope to inform policy conversations about the benefits of personalised insurance.”

Daniel Vignon, Ph.D.
Assistant Professor, Department of Civil and Urban Engineering, Tandon School of Engineering, New York University, USA

Field of research: Transportation economics

Research project: Investigating how monitoring driver behaviour could impact car insurance, road safety and automated driving

Funder: US National Science Foundation (NSF)

Website: featsnyu.com/wordpress

About transportation economics

Do you want to make people’s morning commute to work or school easier? Are you interested in how to make the taxi and ride-share industries operate fairly and effectively? Transportation economists examine the problems that millions of people face every day as they commute to work or school, or journey to visit loved ones.

“Economics is the study of situations in which individuals working towards their own personal objectives affect each other’s abilities to achieve said objectives,” says Daniel. “For example, if I want to arrive at work at 9 am and the journey takes me half an hour when there is no traffic, then I would leave at 8:30 am. But everyone else is also trying to get to work at 9 am and this creates congestion.” Economists refer to these types of situations as ‘games’ and the outcome of these games (such as congestion levels) as ‘equilibrium’.

Transportation economists study these problems with the aim of providing solutions. They do this by using mathematical models to understand how changes to different conditions might affect equilibrium. “For example, if we began charging drivers to use the freeway at 8:30 am, would congestion fall? And would I be able to leave at 8:30 am and arrive on time if I paid?” says Daniel. “Transportation economists can model the effects of congestion charges, increased public transport services or wider roads.” This allows them to recommend better policies and management strategies. Transportation economists validate their models by collecting data and making sure the models remain consistent with these data.

“Transportation economics is exciting because you get to think about and answer interesting problems that affect people’s day-to-day lives,” says Daniel. “You can use theoretical models to analyse and solve real-world problems.”

Pathway from school to transportation economics

Build a solid foundation in mathematics and computing at school, which will get you ahead when it comes to mathematical modelling.

At university, a degree in economics, engineering or mathematics could lead to a career in transportation economics. “The key is to study a degree in which you learn to think and analyse systems quantitatively,” says Daniel.

Develop your reading and writing skills. “This is key for being able to understand the work others have done and translate your own work back to people,” says Daniel. “At university, take writing classes (in any topic) alongside your main field of study.”

Get involved in internships or work experience opportunities, or volunteer to support research projects being carried out in university departments.

Explore careers in transportation economics

From academia to data science to logistics, there are many career paths in transportation economics. “There are roles in consultancy, policy and urban planning,” says Daniel. “This could be for city agencies, government think tanks or private companies.”

Explore the websites of the International Transportation Economics Association (itea.science) and the Chartered Institute of Logistics and Transport (ciltuk.org.uk) for useful information, resources, career advice, and opportunities to volunteer and meet professionals in the field.

Meet Daniel

As a teenager, I considered a few career paths ranging from professional basketball player to commercial airline pilot. I was about to settle on studying business when my uncle (an engineer) recommended that I study engineering because I was good at math and physics. He advised that I could always switch to business after studying engineering, while the reverse wouldn’t be so easy. I decided to pick mechanical engineering because it seemed the broadest of the engineering disciplines and would allow me to specialise in whatever interested me later.

While studying mechanical engineering, I enjoyed learning about fluid mechanics and thermodynamics which involved modelling systems and processes. I did an undergraduate summer internship with EDF, a large energy company, after my second year. I helped create simulations for understanding some of the components in their power plants, which involved lots of computer modelling. It was fun because I was applying my classroom knowledge of thermodynamics and fluid mechanics in a real-world context. It showed me how modelling can help companies make decisions.

But I wanted to model bigger systems and the interactions between their components. When I took a class in civil engineering taught by a professor of transportation, I realised that the field of transportation would allow me to do just that. Indeed, transportation systems have many different components and features, such as individual decision-making, regulations, engineering and technology. I was particularly drawn to understanding individual decision-making and how it shaped, and was in turn shaped by, the performance of transportation systems. So I decided to study economics.

Both the most interesting and most challenging thing about the field of transportation economics is that you’re asking interesting questions. These questions are interesting because they are complex and challenging, but also relevant to everyday life.

In my free time, I enjoy reading, playing music, seeing friends in town and watching movies.

Daniel’s top tips

1. Observe the world around you – that’s how you get ideas and understand what’s happening.

2. Talk to people – collaboration is important and talking to other people will give you new ideas and perspectives.

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

Insurance is important in many areas of our daily lives. Discover how cyber insurance can impact cyber crime:

futurumcareers.com/can-cyber-insurance-combat-cyber-crime

In the 1930s, the US government began ‘redlining’ – demarcating poor neighbourhoods, often home to Black and immigrant populations, as risky for financial investment. Dr Andrea Richardson from the RAND Corporation in the US is investigating how that decision has led to cascading impacts and inequities to this day – not least how people from redlined neighbourhoods are more likely to suffer from obesity and other health conditions.

Dr Andrea Richardson
Senior Policy Researcher, RAND; Professor, RAND School of Public Policy, USA

Fields of research: Nutrition epidemiology; health disparities; neighbourhoods and social equity

Research project: Investigating the impacts of racial disparities in mortgage lending on obesity

Funders: US National Institutes of Health (NIH)

Research reported in this publication was supported by the National Heart, Lung, And Blood Institute of the National Institutes of Health under Award Number R01HL155187. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

About nutrition epidemiology

Nutrition epidemiology investigates the relationship between diet and health outcomes – how the types of food we eat can either cause or prevent diseases. “I love how broad our field is,” says Andrea. “We all eat, but how and what we eat varies for so many reasons from individual choices to policy decisions.” The field is broad but also deep, encompassing the molecular mechanisms involved in digestion and investigating how the nutrients that enter our body interact with our cells and tissues.

For many nutrition epidemiologists, such as Andrea, the global obesity epidemic is a focus of their work. In 2022, the World Health Organization estimated that 1 in 8 people in the world were living with obesity – double what the number was in 1990. Given that rates are going up in both developed and developing countries and across many different demographics, there is no simple explanation for this growth. Though fewer active lifestyles and increased consumption of processed foods are thought to be key drivers, a huge range of socioeconomic factors are likely at play – and nutrition epidemiologists are committed to untangling and tackling these issues.

“So many people are unable to achieve nutritious diets, and policy efforts will rely on good science to address this,” says Andrea. “At the same time, there is increasing interest in how the body responds to food – especially in preventing chronic diseases.” This creates a huge range of research opportunities for the next generation of nutrition epidemiologists.

Pathway from school to nutrition epidemiology

Nutrition epidemiology draws strongly on both mathematics and medicine, so building skills in these areas is vital. At school, mathematics, statistics, biology and chemistry will help you build a strong foundation.

At university, courses in biology, biochemistry, nutrition and epidemiology can all lead to a career in the field.

Explore careers in nutrition epidemiology

The RAND Corporation, where Andrea works, has a huge range of freely available studies on contemporary topics, including nutrition and health.

To learn more about obesity and to connect with professionals working in the field, Andrea recommends looking into The Obesity Society.

Meet Andrea

I studied for a master’s degree in public health with a focus on genetic epidemiology. Straight after graduation, I started working with nutrition epidemiologist Marjorie McCullough at the American Cancer Society, which sparked my interest in diet and its links to health. Over the next ten years, I supported research groups and became increasingly concerned by the obesity epidemic I saw growing in every dataset I used.

This motivated me to get my doctorate. I realised I needed a better foundation in methods to answer the research questions I cared about. I went back to school when my sons were five and seven years old. It was harder than I thought it would be, but so worth it. It is a challenge to balance career goals with family, but it forces me to constantly re-evaluate my priorities.

I first heard about redlining on a radio programme while in my car. I was incensed that I was never taught this in school: how deeply entrenched racism is, and how it continues to support unjust structural barriers. Then it hit me that the CARDIA cohort was the perfect group for examining how redlining relates to obesity.

Building multi-faceted research programmes like this gets me excited. I am often jumping between projects and proposals, so sometimes I turn off email alerts and focus my time on the questions that interest me the most. I aim to continue to learn and grow professionally, and mentor more students and early-career researchers.

Andrea’s top tips

1. Follow your interests and never give up.

2. It’s really important to fail. These are the moments we learn the most.

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

Learn more about the difficulties that people face when trying to buy a home:

futurumcareers.com/is-it-harder-to-buy-a-house-these-days-or-have-young-people-been-eating-too-many-avocados

The Arctic is warming four times faster than the rest of the world, while in Texas, extreme weather events such as hailstorms are becoming more frequent and severe. Dr Naruki Hiranuma investigates what role atmospheric particles and clouds are playing in these changes. As an atmospheric physicist at the University of Texas at El Paso in the US, he hopes to improve our understanding of atmospheric ice and cloud formation and refine the physics theories that explain how clouds and precipitation form.

Naruki is keen to highlight the huge range of opportunities available to those with a background in atmospheric physics. For example, atmospheric physicists not only forecast the weather, they can also modify it! Cloud seeding is the process of artificially adding aerosols to the atmosphere to promote cloud formation and precipitation. It can be used to cause rainfall during droughts or suppress storms by ensuring precipitation falls before storm clouds become too large. Naruki has previously collaborated with a cloud-seeding company to study snowfall in skiing regions in Utah, and previous students have gone on to work in the weather modification industry: “My time researching physical atmospheric systems has directly informed my daily work improving a potential weather modification approach,” says one of Naruki’s previous students. “It enables me to translate theoretical concepts into practical experimental design for investigating water droplet interactions in clouds and fog under real-world conditions.”

Studying atmospheric science will prepare you for careers in many industries, including weather broadcasting. Ava now works in a commercial agricultural lab, applying the skills she learnt as a student: “Research is the foundation for developing and validating lab methodologies, then scaling them to industrial levels,” she says.

Naruki collaborated with engineers to design the PINE chamber that he uses for his cloud simulation experiments. By combining his physics expertise with the practical knowledge and skills of industry engineers, Naruki and the team created an innovative instrument that is now used by atmospheric research teams around the world.

Pathway from school to atmospheric physics

“Atmospheric physics is built on knowledge from diverse fundamental science disciplines, such as physics, mathematics, chemistry and biology, as well as social science,” says Naruki.

At university, a degree in physics, meteorology or atmospheric/environmental science would prepare you for a career in atmospheric physics.

“Atmospheric physics research is all about discovery,” says Naruki. “So don’t be put off if you find math intimidating.”

“Gain hands-on experience whenever possible,” recommends Yidi. This could include participating in simple experiments, science clubs or research-related activities. “Early exposure to scientific thinking and problem-solving will prepare you for future studies in this field.”

Explore careers in atmospheric physics

“Studying physics is a pathway to many different careers,” highlights Naruki. “A unique value of studying physics is the critical thinking skills you will develop – skills that are becoming ever more essential in the job market. So studying physics is vital for workforce development.”

Atmospheric physicists are in demand in the aviation, renewable energy and water industries, in organisations dealing with weather and climate forecasting, and in engineering firms. This includes roles with private companies as well as with state and federal agencies.

The Bureau of Labor Statistics provides a wealth of information about careers in atmospheric science, including the qualifications you will need and the pay you can expect: www.bls.gov/ooh/life-physical-and-social-science/atmospheric-scientists-including-meteorologists.htm

Naruki has collaborated with Rainmaker, a cloud seeding company aiming to reduce water scarcity by enhancing rainfall and snowfall: rainmaker.com

Meet the team

Ava

My elementary teacher inspired me to study environmental science. She was a phenomenal mentor who encouraged me to conduct research projects on biodegradable plastic, methane as a fuel source and the carbon cycle.

In high school, I joined Future Farmers of America where I realised how misunderstood Earth sciences were within agricultural communities. This motivated me to become an advocate for environmental science, particularly to rural communities where agricultural and environmental systems are closely connected.

My trip to Svalbard exposed me to different cultures, research approaches and perspectives. The challenges (like the fact that my luggage got lost on the journey, so I only had jeans and hoodie to wear during a snowstorm!) improved my self-confidence and taught me resilience, adaptability and independence.

Jennifer

Growing up in Nigeria, I saw environmental problems up close. Water shortages and pollution were part of everyday life. I was inspired to pursue environmental science when I realised it isn’t just about studying nature; it’s about solving real problems that affect people’s health, safety and daily lives.

Conducting research about INPs taught me so much beyond what I could have learnt in a classroom. I gained hands-on experience and learnt to communicate complex ideas in clear ways. One of my favourite parts was seeing atmospheric science, biology and data come together.

In the future, I want to find solutions for water security. I’m interested in how we can use science responsibly to improve rainfall patterns and reduce the risk of drought.

Yidi

My grandmother is a senior engineer working in the environmental field. She inspired me to study environmental science because her stories about her research projects and expeditions sparked my curiosity about how we understand and protect the environment.

Participating in an undergraduate research project greatly enriched my academic training and personal development. It gave me experience in experimental design, sample collection and data analysis, and strengthened my problem-solving skills, independence, resilience and ability to communicate scientific findings clearly.

One of the highlights was seeing how real environmental samples could be transformed into meaningful scientific data, which was particularly rewarding. The experience has solidified my interest in pursuing atmospheric and environmental research as a future career.

Nadia

Environmental science presented a new and exciting challenge for me. I already had a strong foundation in chemistry before becoming involved in the INP project, and I was eager to explore the physics behind environmental processes.

This research project was my first opportunity to work in a wet laboratory, where I gained hands-on experience with chemicals and lab techniques. Learning how to handle materials properly and record accurate data is essential in any scientific setting, and this experience strengthened those skills.

In the future, I hope to apply to medical school and pursue a career as a physician. Atmospheric physics research has helped prepare me for this path by strengthening my research skills and ability to work collaboratively in a diverse team.

Do you have a question for the 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.)

Meet another physicist who is also passionate about providing students with opportunities to conduct atmospheric science research – this time to investigate air pollution:

futurumcareers.com/how-can-community-engagement-projects-empower-stem-students

Over 30,000 miles of train tracks are used to ferry goods across Canada’s vast landscapes. Predicting, detecting and averting hazards such as landslides and forest fires is critical for mitigating their impact on this crucial rail network – but this is not easy, as many train lines run through extremely remote and inhospitable regions. At the University of Alberta, Dr Renato Macciotta is part of a unique partnership using remote sensing technologies to address this challenge, providing the rail network with the tools needed to stay on track.

Due to the loss of vegetation making slopes more unstable, there are also links between forest fires and landslide risks. “One of the slopes that we are monitoring experienced a forest fire five years ago,” explains Renato. “Since then, we have noticed substantial increases in the frequency of rockfalls there.” Meeting these new challenges will involve increasingly detailed data, closer analysis and more coordination than ever before.

Dr Renato Macciotta
Professor, David and Joan Lynch School of Engineering Safety and Risk Management, Department of Civil and Environmental Engineering, University of Alberta, Canada

Field of research: Geotechnical engineering

Research project: Using remote sensing technologies to provide the transportation industry and government agencies with practicable and cost-effective tools for geohazard monitoring and management

Funders: Canadian National Railway; Canadian Pacific Kansas City Railway; Transport Canada; Klohn Crippen Berger; Alberta Transportation; Natural Sciences and Engineering Research Council of Canada (NSERC)

About geotechnical engineering

Geotechnical engineering is the branch of civil engineering that researches and models how earth materials, namely soil and rock, behave. Given that most infrastructure is built on soil and rock, understanding how they behave is critical to ensuring that structures are safe and stable. This expertise is also essential to industries such as mining. “Geotechnical engineering offers a fantastic balance between field and office life,” says Renato. “If you like being out in nature and assessing real things, but also enjoy flexing your analytical, technical and imaginative skills in the office, then it could be for you.” Research in this field always offers new and fulfilling rewards because every geotechnical project is unique – after all, the ground is different in every location.

Renato says that sustainable development is at the forefront of where research in the field is likely to go next. “We need to keep developing, but environmental health has to go alongside economic and safety concerns,” he explains. “What’s more, we need to know how climate change will impact our infrastructure, and plan accordingly.” Artificial intelligence is proving critical in this regard given its ability to process huge quantities of data and find meaningful patterns. “But AI, even with proper expert guidance and review, can’t do it all,” says Renato. “We will continue to need engineers with a highly robust understanding of the ground, current and upcoming challenges, and how we can use new AI techniques most effectively.”

Renato emphasises the importance of diversity in the field, both in terms of disciplines and sociocultural backgrounds. “If you only work with people like you, you don’t have the opportunities to think outside the box and come up with novel solutions,” he says. “Diversity impacts research positively. We need people of different backgrounds, genders and perspectives, all feeding into potential solutions.”

Pathway from school to geotechnical engineering

Renato says that science and mathematics are highly useful in any field related to geotechnical engineering. “Even if your field isn’t as technical as mine, these subjects will give you the skills to problem solve, which is critical across the board,” he says.

At university, degrees or courses that lead most directly to a career in geotechnical engineering include civil engineering and geological engineering. Some may focus more on geology and Earth sciences, while others will focus more on structural or geotechnical engineering.

Explore careers in geotechnical engineering

Renato says that the professors at the University of Alberta – and at other universities – are always happy to discuss their programmes and their specialisms. Find courses and staff details on the University of Alberta website.

The Canadian Geotechnical Society is a network of geotechnical engineers and professionals in related industries across the country that can help you build contacts and knowledge of the sector.

Meet Renato

At school, I liked both science and humanities. I got into civil engineering because I saw myself designing bridges: I loved the maths and procedures. I trained with a famous structural designer in Peru, but spent more time in front of a computer screen than I’d have liked. At university, a combination of studying, doing summer jobs and gaining a variety of other experiences helped me identify which stream of civil engineering I liked best, which is when I chose geotechnical engineering.

Then, I moved to construction to see the action! It was fun to deploy the skills I’d studied in the real world. In my early twenties, when I thought I had my next life chapter planned out, I got the opportunity to work for a Canadian-based consulting firm as a geotechnical engineer. Even though it wasn’t on my radar beforehand, I jumped at the chance.

The department I teach in is known worldwide due to its legacy of pioneers in the field, particularly emeritus professor Dr Norbert R. Morgenstern – who is literally the living legend of this field – Dr Derek Martin and Dr David Cruden. If you had told me years ago that I would complete a PhD and then go on to teach here, I would never have believed you. Just the fact that I’m sitting here has exceeded all my expectations!

It’s very fulfilling to interact with my graduate students. I love seeing how they grow in terms of their research and communication skills and go on to have meaningful careers in industry. We keep in contact – and now they’re colleagues! Canada gave me an opportunity, and now I’m giving back by training highly qualified people. That makes me very proud.

Within the university, I want to sustain and develop this programme, so it keeps its excellent international reputation. As well as being passionate about my work, I’m family focused. I have a twenty-year-old daughter who’s studying at the University of Alberta right now, and a two-year-old who keeps me busy at home!

Renato’s top tip

Make a plan, but always be open to change and taking up exciting opportunities when they appear.

Do you have a question for Renato?
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.)

Learn more about how we can predict rockfalls:

futurumcareers.com/can-we-predict-where-falling-rocks-will-go

Imagine sitting in a park and ordering food, but instead of it arriving by car or bike, it is delivered by a drone. How would you feel? For his PhD at Eindhoven University of Technology in the Netherlands, Dr Shiva Nischal Lingam studied drone deliveries, with the goal of improving the experience for both recipients and bystanders in public places.

Bystander reactions were varied, ranging from curiosity and attempts to engage with the drone, to disengagement and moving away. “This can lead to unpredictable behaviours and safety concerns in public spaces such as parks,” explains Nischal. Bystanders also raised concerns about privacy and the nuisance of propeller noises. “For some bystanders, the drone created a sense of being disturbed in what is normally a calm public space,” says Nischal.

As recipients had ordered the delivery, they were expecting a drone to arrive and so were less uncertain about its presence in a public park. However, they still felt uncertain about how to confirm that the drone was delivering to them and where they should stand while it made its delivery.

As both recipients and bystanders, participants expressed concerns over the environmental impact of drones and how to ensure they would interact safely with any wildlife in the area.

How could delivery drones be improved?

Nischal’s study highlighted the current lack of clear communication from drones, which reduces trust and affects the comfort of everyone involved. To address this issue, participants suggested adding features such as audio and visual elements to drones. “For example, several participant sketches showed a light projecting from the drone onto the ground to indicate the delivery location when the drone descends to deliver a package,” says Nischal. “They also suggested that blinking lights and audio warnings could indicate landing or take-off, as well as keeping bystanders at a safe distance.”

To reduce uncertainty about the drone’s intention, participants suggested that a drone’s appearance should be designed with logos and colours that people would recognise. For example, a food delivery drone from Uber Eats should be branded as such, while a medical drone delivering a defibrillator should have similar colours to an ambulance.

As drone delivery becomes more common across the world, Nischal hopes his work will help guide policymakers to develop regulations that make both recipients and bystanders feel comfortable, safe and at ease with drones operating in public spaces.

Dr Shiva Nischal Lingam

Previously: PhD Researcher, Department of Industrial Design, Eindhoven University of Technology, The Netherlands

Currently: Research and Development Engineer, Department of Aerospace Operations Safety and Human Performance, Royal Netherlands Aerospace Centre, The Netherlands

Field of research: Human-drone interactions

Research paper: Human interactions with delivery drones in public spaces: design recommendations from recipient and bystander perspectives. Lingam, S.N. et al. (2025) doi: 10.3389/frobt.2025.1580289

Funder: This research was supported by the Dutch Research Council (NWO) through the project ‘Safety Solutions for Autonomous Vehicle Integration in Urban Mobility: Efficient and Reliable Acting in an Uncertain and Unreliable World’ (NWA.1292.19.298). The research was part of a collaboration between Eindhoven University of Technology (TU/e) and Royal Netherlands Aerospace Centre (NLR). The contents are solely the responsibility of the authors and do not necessarily represent the official views of NWO, TU/e and NLR.

Do you have a question for Nischal?
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.)

Learn how industrial engineers are preparing to integrate flying technologies such as drones into city infrastructure:

futurumcareers.com/preparing-the-world-for-the-next-generation-of-flying-machines

In a storeroom on the coast of the Greek island of Crete, a team of archaeologists is attempting an almost-4000-year-old 3D jigsaw puzzle. Led by Professor Carl Knappett from the University of Toronto in Canada, these archaeologists are piecing together pottery fragments they have excavated from the Minoan site of Palaikastro. By restoring these ancient pots and vases, the team is shedding light on Bronze Age society and asking questions about what ‘containment’ means today.

“People often assume that archaeology is only about excavation,” Rachel continues. “But objects also need to be conserved and studied after they come out of the ground.” There is so much more to day-to-day archaeology work than digging. “Archaeology teaches you to handle evidence with care, to question assumptions, and to think expansively about how societies form and change,” says PhD student Jacob De Juliis. “At its core, archaeology is a way of understanding people and their resilience, creativity and humanity, and that makes it endlessly relevant to the world we live in now.”

What does a typical day of work at Palaikastro involve?

“It gets pretty hot in Greece in the summer, so we start early,” says Carl. “The whole team is on site at 6am and we finish excavating at 2pm.” To excavate the site, the team digs in trenches. Every artefact they discover, down to the smallest sherd, is bagged, labelled and catalogued, then taken to the ‘apotheke’ (storeroom) for analysis. “In the afternoon, we work on the pottery out of the sun in the apotheke,” says Carl. Sometimes, there will be thousands of sherds laid out on tables as the team tries to find pieces that fit together so they can restore whole pots and vases. “It’s a bit like doing several 3D jigsaws at once, but without the picture on the box to guide you!” says Carl. “This can be pretty difficult, especially when you go for hours without finding any joins. But it’s very satisfying in the end once the vase has been put back together. All in all, it’s quite a full day of work, so it’s great to have the sea close by to cool off. And we’re lucky to have a really supportive local village that is invested in this project.”

Pathway from school to archaeology

“There is no single pathway into archaeology,” says Carl. “You can study languages, sciences, history or geography. Archaeology really does encapsulate a wide range of approaches, from philosophy to lab-based science.”

At university, a degree in archaeology would provide a direct route to a career in the field. Or you could study a related degree such as anthropology, history or art history.

“Learning basic digital skills (like photography) will give you a strong foundation,” adds Jacob.

“Visit archaeological sites and museums in your local area,” says Rachel. You can also explore museum collections online, such as those at the Heraklion Archaeological Museum which hosts many artefacts from Palaikastro: heraklionmuseum.gr

Explore careers in archaeology

Volunteer on excavations to get practical experience and learn what a career in archaeology involves. “If you get the chance to participate in a field school, go with an open mind and remember that some of the most important work is behind the scenes,” advises Jacob.

“There is so much breadth of opportunity to study whichever time or part of the world you are most interested in,” says Zoë Arzuman, who worked at Palaikastro as a student. “Archaeology teaches you many specialised skills to study the past. It is expansive in both what part of the past you want to study, and what tools you use to do so.”

Explore the websites of archaeology organisations such as the Canadian Archaeological Association (canadianarchaeology.com), the British Archaeological Association (thebaa.org) and the Society for American Archaeologists (saa.org) to learn about current research and to find fieldwork opportunities.

Meet the team

Zoë Arzuman
Research Assistant, University of Toronto, Canada

When I think of Palaikastro, my mind often goes to memories of watching the sun rise over the Aegean Sea and hearing crashing waves next to our dig trench. I also think of the close friends I made – we still meet for lunch and take trips together.

I spent six weeks excavating at Palaikastro during the summer of 2022. Since then, I’ve spent two summers working at the Heraklion Archaeological Museum, where I helped catalogue pottery which had been excavated from Palaikastro over 100 years ago. Each vessel description (including what it is made of and what decoration is present) contributes to a fuller understanding of what the lives of the people at Palaikastro were like during the Bronze Age.

Say yes to every opportunity, because you never know where it will take you. When I started university, I didn’t imagine myself as an archaeologist. But working at Palaikastro led me to a place where I can imagine myself as an archaeologist studying Aegean prehistory for years to come.

Jacob De Juliis
PhD Student, University of Toronto, Canada

My role at Palaikastro involves the careful digital documentation and management of artefacts by creating a coherent digital record that preserves each object’s condition, origin and features. While less glamorous than some aspects of archaeology, this job ensures that the material culture remains accessible for future study, comparative analysis and long-term conservation.

Working at Palaikastro is truly a dream, thanks to the people I’ve met there – and the fact that I get to work side by side with my best friend! The opportunities you have and friendships you form during archaeological fieldwork are truly unmatched.

Archaeology lets me bring together the two forces that shaped me – a fascination with deep time, which I inherited from my father who works in palaeontology, and a commitment to human stories and lived experience, shaped by my mother’s work with refugee communities. Archaeology sits exactly at that intersection as it asks how people lived, adapted, created and connected across vast spans of time, and why their choices still matter today.

Dr Rachel Phillips
Researcher, British School at Athens, Greece

As an archaeologist at the British School at Athens, I work on the pottery found in the excavations at Palaikastro, helping to identify and catalogue the different vessels. I write down the shape and size of the pot, the kind of clay it’s made from, and any decoration it has.

Some vessels are found intact and so are easier to identify (to work out what kind of cup or jar it is, for example), but some are just tiny fragments. However, even these fragments can help us to date a building more precisely or tell us how it was used by people in the past.

Palaikastro is a beautiful place to work, close to the mountains and the sea. But my favourite thing about working at Palaikastro is the people that I’ve met. Archaeological fieldwork offers an opportunity to meet people from all over the world, to make new friends, and to be part of a community of people interested in similar things.

Do you have a question for Carl, Zoë, Jacob or Rachel?
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 archaeologists are excavating a Mayan settlement in Belize:

futurumcareers.com/how-are-archaeologists-uncovering-the-secrets-of-an-ancestral-maya-boomtown

Slime moulds are intriguing, fungus-like organisms that play a huge but hidden role in the environment. Historically, they have been understudied, but they are now starting to receive more attention. Dr Chinyere Knight from Tuskegee University in the US is a leader in slime mould research, studying and cataloguing specimens of slime moulds and fungi to document their diversity and characteristics. Through her research, she hopes to inspire and educate the next generation of mycologists.

Pathway from school to mycology

At school, useful subjects to take as preparation for a career in mycology include biology, chemistry, environmental science and mathematics. Other useful subjects include computer science and statistics.

Chinyere recommends taking university courses or modules in subjects such as ecology, microbiology and plant sciences (botany). Other areas of study that can lead to a career in mycology include anthropology and evolutionary or molecular biology.

Explore careers in mycology

Chinyere recommends seeking out local mycology communities or organisations to learn more and make connections with people working in the field. For instance, Alabama has a state mushroom society that provides educational and networking opportunities.

Tuskegee University offers a range of summer programmes for high schoolers and university students, including SLIME.

Meet Brogin

PhD Student, Tuskegee University, USA

Growing up, I was always curious about the natural world. I was especially drawn to biology and environmental science because they help to explain the living systems around us. That curiosity evolved into a deeper interest in organisms that are often ignored or misunderstood, like fungi or slime moulds.

I’m taking my PhD in the Integrative Biosciences programme with Dr Chinyere Knight. She is an outstanding mentor: supportive, gracious and genuinely invested in her students’ success. She creates an environment where you feel trusted and encouraged to grow, while being challenged to think deeply and independently.

I aim to become an independent researcher and educator. I want to continue studying microbial biodiversity, while mentoring students from diverse backgrounds. My long-term goal is to build programmes that combine research, education and outreach, especially for students who may not initially see themselves in science.

Tuskegee University has a deep history and a strong mission of excellence, resilience and service. Being a part of that legacy aligns with my ideals of making meaningful change.

Slime moulds challenge how we define living organisms and how we classify life on Earth. They have complex life cycles and are highly diverse, the details of which I’m helping to uncover. There is still so much we don’t understand about life, and this area of study helps expand what we know.

I’ve had challenges around access, resources and self-doubt. Graduate school can be demanding and it’s easy to feel overwhelmed. I’ve overcome these challenges by staying persistent, asking for help, and surrounding myself with great peers and mentors like Dr Knight. Struggling doesn’t mean you don’t belong – growth often happens in uncomfortable moments.

Brogin’s top tips

1. Stay curious, don’t be afraid to ask questions and find mentors who genuinely care about your growth.

2. Don’t compare your own journey to others’. Everyone’s path is different, and that makes science stronger.

Meet Carmen

Undergraduate student researcher, Tuskegee University, USA

My love of STEM – ‘Seeking the Truth about Earth’s Mysteries’ – began at an early age. I had many teachers who were enthusiastic about STEM, and I joined the Engaging Youth through Engineering club when I was young. It’s important to have passionate, effective teachers.

I was granted the opportunity to participate in the SLIME internship programme. It was amazing to study alongside my peers and gain field and lab experience. We studied myxomycetes through sample collection, microscopy, taxonomy and DNA extraction.

I want to be a source of encouragement and guidance for students. After studying biology at graduate school, I plan to attend law school, focusing on educational policy and STEM development in southern states. I also want to collaborate with other changemakers to support communities in line with my faith.

I love the culture of hard work and scientific legacy at Tuskegee. Being a student here has grown my knowledge on the sciences, health and wellness, and public policy. It has ignited a new passion in me to carry the torch.

I believe that science is God’s creation. I am passionate about studying this creation and what solving its mysteries means for our lives and livelihoods. I appreciate and have so much gratitude for the pursuit of knowledge.

Initially, I struggled with learning how to study. Research is not just discovery; it involves investigation, problem-solving and the ability to pivot quickly. Surrounding myself with people who want me to succeed is a big motivator to keep going and stay passionate. Curiosity and open-mindedness have helped me countless times. Every internship and learning opportunity has taught me resilience, delayed gratification and persistence. I choose to work hard, trying to maintain the right balance of organisational skills, creativity and motivation to keep on going.

Carmen’s top tips

1. Seek lab placements, internships and conferences to figure out what you enjoy studying. Taking advantage of these moments will allow you to explore your passions and develop into a better scientist.

2. Make time to do the things that you enjoy outside of academia. Whether that is reading a book or painting a picture, do it!

Do you have a question for Chinyere, Brogin or Carmen?
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 the microorganisms living in soil:

futurumcareers.com/what-lies-beneath-digging-into-the-soil-microbiome