The rise of social media has provided advertisers with new ways to connect with potential customers, by designing adverts that blend in with other social media content. At Hochschule Ruhr West University of Applied Sciences in Germany, behavioural scientists Dr Maike Hübner and Professor Julia Thalmann are using eye-tracking technology to examine how users engage with these ‘native ads’.

About behavioural science

Behavioural science is the scientific study of human behaviour, combining insights from fields such as psychology, sociology, neuroscience and economics. “Behavioural science helps us understand how people make decisions in real life,” says Maike. “It is important that businesses understand consumer behaviour, because they often assume people make rational choices, but in reality, many decisions are made quickly and are based on habits or emotions.”

Common lines of behavioural science research involve investigating how attention, perception and decision-making work – areas that are of high interest to advertising companies working out how to sell products. “Behavioural science is also important for consumer protection,” says Maike. “It helps us identify when people may be misled or overwhelmed by information and how to support better decision-making.”

Behavioural science is always evolving because the factors that affect our behaviour are always changing, especially technology. “Things like voice assistants, social robots and AI tools are being designed to seem more human,” says Julia. “Behavioural scientists will study how people interact with these human-like technologies.” Additionally, virtual reality is blurring the lines between physical and virtual interaction and opening the door for new forms of advertising, such as adverts being displayed within the virtual environments of computer games. These topics are all highly interesting and important to behavioural scientists as they help us navigate this new world.

Pathway from school to behavioural science

“Behavioural science connects many fields, so combining different perspectives will help you understand how people behave and how systems, products and markets work,” says Julia.

Subjects such as psychology and sociology will teach you about how people think, feel and behave, while business and marketing will teach you how organisations make decisions and how behaviour is studied in real-world settings.

Learn statistics and data analysis skills as these are very important for analysing research data.

“Stay curious about how people think and behave,” advises Maike. “And develop creativity and communication skills. Behavioural scientists work in teams across different disciplines, so being open-minded and collaborative is important.”

Explore careers in behavioural science

Behavioural scientists understand human behaviour and decision-making, so are sought after in many different fields and industries. For example, you could work in advertising or marketing to persuade people to buy products, for a tech company to ensure that new technological innovations are user-friendly, for a political organisation to understand why people support different political parties, or for a healthcare organisation to encourage people to adopt healthier lifestyles.

This article introduces you to different career paths in behavioural science: thedecisionlab.com/insights/hr/a-guide-to-career-paths-in-behavioral-science

Meet Maike

I’ve always been curious about why people do what they do. When I was at school, I also enjoyed creative subjects, and anything that let me question things and start a good debate.

Over time, I realised I was always the person asking “Why?” Why do people follow trends? Why do we trust certain messages? Why do people change their behaviour? When I discovered that the field of behavioural science is dedicated to studying exactly that, it felt like a natural fit.

I was motivated to study native ad engagement when I started noticing how often people around me referred to social media when talking about their decisions. Friends and family would say things like, “Someone I follow recommended this,” or “This influencer uses that, so I tried it too.” I found it fascinating and a bit strange how much trust people place in someone they have never met. I wanted to understand how this influence works and if these people fully realise they are being persuaded.

I spend much of my free time in my garden. I enjoy planting, harvesting and cooking with what grows there. I also love meeting friends to play board games and card games. And I will never say no to visiting a petting zoo and booping animal noses!

Maike’s top tips

1. Embrace being the person who asks questions, especially when others might hesitate.

2. If something feels strange, unclear, or overly persuasive, take a step back and try to understand the underlying reasons.

3. Remember that it’s okay to be different, to challenge ideas, and to question the status quo.

Meet Julia

As a teenager, I was fascinated by branding and retail advertising, and I was curious about how businesses work behind-the-scenes. At the same time, I wanted to explore the world and experience new cultures.

I spent several years working in the marketing industry. At the manufacturing company Henkel, I worked in sales, brand management and marketing, and later at the pharmaceutical company Johnson & Johnson, I managed retail accounts and commercial planning. These roles gave me a strong understanding of how consumer psychology, retail structures and strategic decision-making interact.

I actively use social media across various platforms, both professionally and personally. I am mindful about the content I consume and the time I spend online. Given my academic focus, I am very aware of how algorithms, recommendation systems and profiling mechanisms operate.

I recharge the most when spending time with family and close friends. I enjoy exploring new things – from trying out new recipes to travelling somewhere unfamiliar. Being active outdoors, especially hiking, skiing or running, gives me energy and perspective.

Julia’s top tips

1. Never stop learning. AI, digital platforms and consumer research are evolving rapidly, so continuous learning is essential.

2. Go international because living and working abroad builds perspectives and adaptability that last a lifetime.

3. Take responsibility. Leadership grows through experience, so step into projects that challenge you.

Do you have a question for Maike or Julia?
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 behavioural scientists are exploring the link between diversity in the workplace and productivity:

futurumcareers.com/why-is-diversity-important-for-productivity

Imagine developing pain somewhere in your body, which starts to affect your sleep, mood, energy levels, physical activity, anxiety and ability to concentrate. Despite doing your best to make it go away, it is still there months later. To what lengths would you go to stop it? At Harvard Medical School and the Boston Children’s Hospital in the US, Dr Joe Kossowsky is investigating chronic pain in teenagers, and the methods they are using to manage it.

Through their work with smartphones and wearables, the team has been able to find patterns showing when teens are more likely to turn to substance use, meaning that help can be provided at the right time. “When we detect these patterns, we aim to deliver brief, targeted digital interventions before teens fall into a pattern of using substances to cope,” says Joe.

More to come

The team has also started exploring the role of circadian rhythms in pain, cannabis use and sleep. “Our bodies have an internal 24-hour clock, managed by the brain, which regulates sleep and alertness as well as mood, pain sensitivity and immune function,” explains Joe. “During the teen years, this clock naturally shifts later, resulting in later bedtimes.” However, the early start of a typical school day clashes with this shift in teenagers’ natural cycles, which can lead to them missing out on sleep. “Our next step is to develop interventions that target the circadian clock,” says Joe. “This is an exciting approach because circadian disruption may represent a shared biological pathway linking pain sensitivity, mood regulation and substance use risk.”

Combining different research angles, Joe and his team aim to provide accessible, personalised and ongoing support that is helpful in the long-term. “Our hope is that our work can help teens with pain get back to full, active and fulfilling lives,” says Joe.

Support information

(US) adolescenthealth.org/resources/ resources-for-adolescents-and-parents/ substance-use-resources-for-adolescents-and-young-adults

(UK) youngminds.org.uk/young-person/ coping-with-life/drugs-and-alcohol

“If you are self-medicating to deal with pain, sleep problems, or anxiety, the most important thing you can do is talk to someone you trust (a parent, teacher, counsellor or general practitioner) so you can find approaches that truly work for you.” – Joe

Dr Joe Kossowsky
Assistant Professor of Anaesthesia, Harvard Medical School; Director, Laboratory for Digital Assessment, Research, and Treatment (Dart Lab), Boston Children’s Hospital, USA

Fields of research: Paediatric pain; critical care; pain medicine; sleep medicine; clinical psychology; neuroscience; anaesthesia

Research project: Studying the risks for teenagers self-medicating with cannabis to manage chronic pain

Funders: US National Institutes of Health (NIH), National Institute of Drug Abuse (NIDA)

This work is/was supported by the NIH/NIDA, under award number K01DA057374. The contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH.

Website: research.childrenshospital.org/research-units/dart-lab-research

About paediatric pain research

Paediatric pain research is a field which looks to diagnose, manage and treat pain in adolescents, as well as to understand the impacts of health conditions on young people as they grow up. It falls within the larger category of anaesthetics – a medical field focused on pain management and pain relief.

Researchers in this field might work within community groups, schools, hospitals and laboratories. It is a collaborative field that involves a wide range of people working together to come up with the best solutions. “Paediatric pain research brings together psychologists, physicians, physical therapists, neuroscientists and data scientists, as well as experts in bioinformatics and digital health,” says Joe.

The interdisciplinary nature of the field makes it highly rewarding. “It is intellectually exciting to see how different perspectives fit together, and how we can work together to develop novel interventions and better understand why some teens develop persistent pain while others recover,” explains Joe. “At the same time, there are still many unanswered questions, both in how we assess paediatric pain and how we treat it effectively. The possibility that our research can directly inform better, more personalised interventions for teens with pain is incredibly meaningful.”

It is a very exciting time to enter paediatric pain research. “The next generation will have remarkable tools at their disposal,” says Joe. “Wearable technologies and biosensors are evolving at tremendous speed, making it possible to continuously monitor not just sleep and activity, but also physiological signals like heart rate variability and skin conductance that may reflect pain and stress in real time.”

Machine learning and AI are providing new ways to find patterns in these large datasets that would have been impossible to detect even a decade ago. “Together with advances in genomics and digital therapeutics, the field is moving toward more personalised and precise treatments for individual patients,” says Joe.

Pathway from school to paediatric pain research

Get a good grounding in biology, chemistry, physics and, if possible, psychology while in high school. Language skills are also important, as being able to communicate well with others is an important part of working as a paediatric pain researcher.

There are various ways to enter paediatric pain research, with degrees in psychology and neuroscience being common pathways. “Because paediatric pain is such a multidisciplinary field, many different subjects can be beneficial for a future career in pain research,” says Joe. “Some of these subjects include psychology, biology, medicine, neuroscience, occupational therapy, physical therapy, statistics and computer science.”

After obtaining a bachelor’s degree, you will need a master’s degree and PhD to work in research like Joe.

If you live in Boston or Massachusetts, Joe recommends applying for Harvard Medical School’s Project Success or the AP Biology Hinton Scholars Program.

Explore careers in paediatric pain research

“To get experience, explore summer research opportunities at children’s hospitals or university labs. Volunteering in a ‘child life programme’, which offers educational and emotional support to children and their families in paediatric hospitals, can provide a meaningful window into what patients and their families experience,” says Joe. The Boston Children hospital has internship programmes that Joe recommends.

To explore the field, have a look at the International Association for the Study of Pain, which has a Paediatric Special Interest Group. “The International Symposium for Paediatric Pain is also a very welcoming community,” Joe adds. The symposium is organised every two years, with the next event being in 2027.

“My Canadian colleagues have a wonderful programme, which is a great starting point for learning more about current thinking in pain research,” adds Joe.

Meet some of the DART Lab team

Nicole Tacugue
Study Coordinator

Fields of research: Paediatric pain research; clinical psychology

Growing up, I always enjoyed art and graphic design. Cultivating a creative mindset taught me to consider how people receive and understand information in different formats.

I majored in neuroscience and psychology in college, where I quickly became fascinated with the realm of sleep while working as a lab volunteer. As a graduate student, I participated in an internship programme with Dr Kossowsky’s lab.

A rewarding part of my work as Study Coordinator is explaining to young patients how their participation in our studies is helping to improve current knowledge and benefit others just like them. It’s especially rewarding to see all our team’s efforts culminate in publications and witness how participants’ contributions are reflected in the findings. The most challenging aspect of research is accepting that meaningful change isn’t immediate and takes time.

My proudest career achievements thus far are acting as first-author on my first publication and coordinating a workshop where I used my artistic background to teach students the importance of sleep in creative ways.

To switch off from the pressures of work, I intentionally spend my free time engaging in enjoyable activities that also reinforce my creative identity beyond the workplace. In the future, I aspire to attend medical school and apply what I’ve learnt in clinical research to improving patient care as a physician.

Nicole’s top tips

1. Always say yes to opportunities that interest you. Follow what excites you, even if those interests don’t seem to connect. Your experiences will come together to form a unique skill set that can benefit you in unexpected ways.

2. Do not be afraid to start something before you feel ready.

Dr Bridget Nestor
Postdoctoral Research Fellow

Field of research: Clinical psychology

When I was younger, I enjoyed my classes, but I didn’t find a subject area I was particularly excited about until taking an introduction to psychology in my first year of college.

My family always emphasised the importance of finding work that contributed positively to society. Being a clinical psychologist is intellectually stimulating and provides an opportunity to support others, whether through research, teaching or clinical practice. My dad is also a clinical psychologist, so he inspired me, too!

In our lab, I am involved in all aspects of our projects from formulating research questions to analysing data, to writing up our results for publication. We use digital technologies, like Fitbits, for objective assessments of sleep and physical activity. We also use smartphones for real-time data from teens in their daily lives.

Research can be difficult, tedious and slow-going, but knowing that our work may be helpful for teens with various psychological and physical health challenges is certainly rewarding. I also really enjoy mentoring junior students/lab members as they learn about the research process.

Having supportive relationships helps me maintain a healthy work/life balance. I feel extremely grateful to work with and learn from such smart and kind colleagues (Dr Joe Kossowsky, Dr Camila Koike and Nicole Tacugue) – they make any challenges all the more bearable.

I am proud of all the work we do together in our lab. I hope to continue our research, with particular focus on novel sleep interventions for teens with chronic pain, as I think these could lead to real clinical benefit.

Bridget’s top tip

Be curious and find supportive colleagues and mentors.

Do you have a question for Joe, Nicole or Bridget?
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 about research in paediatric oncology:

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

Urinary tract infections (UTIs) affect hundreds of millions of people every year. While antibiotics can clear the bacteria, some patients — especially children — are left with permanent kidney damage. Dr Juan de Dios Ruiz-Rosado, an immunologist at Nationwide Children’s Hospital in the US, is studying how the immune system fights UTIs, aiming to develop new treatments that strengthen the body’s natural defences.

Dr Juan de Dios Ruiz-Rosado
Principal Investigator, Assistant Professor of Pediatrics, Kidney and Urinary Tract Research Center, Abigail Wexner Research Institute, Nationwide Children’s Hospital, Ohio State University, USA

Field of research: Renal immunology

Research project: Studying and manipulating the immune system to fight urinary tract infections

Funders: Research in the Ruiz-Rosado Lab is supported by the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK; K01 DK128379) and the Clinical and Translational Intramural Funding Program (IFPAWRI052023) at the Abigail Wexner Research Institute, Nationwide Children’s Hospital, USA. Inicure (Sweden) generously provided newly discovered NADPH oxidase activators.

About renal immunology

Renal immunology is the study of how the immune system works within the kidneys. It sits at the intersection of immunology, nephrology (the study of kidneys), microbiology and infectious disease research, exploring how immune cells protect the kidneys from infection and prevent damage to this vital organ. Because the kidneys have a unique environment — with high sodium and urea levels, tightly controlled metabolism, and regions of low oxygen — immune cells behave differently in the kidneys compared to other parts of the body. “This is an exciting field because we still know relatively little about how immune cells behave within the unique environment of the kidneys,” says Juan. “Immune cells do not function in isolation — they constantly respond to signals from the tissues around them.”

Renal immunology is important not only for acute pyelonephritis, but also for conditions such as autoimmune diseases (when the immune system attacks healthy cells), diabetic kidney disease, acute kidney injury and kidney transplant rejection. In all these conditions, inflammation can lead to long-term loss of kidney function. “For these reasons, renal immunology is not only essential for understanding infections, but also for advancing treatments across a broad range of kidney diseases that affect millions of people worldwide,” explains Juan.

According to Juan, one of the greatest rewards of working in renal immunology is knowing that the research addresses a major and meaningful health problem. UTIs account for millions of healthcare visits and many hospitalisations each year, placing a medical, economic and emotional burden on patients and families. “Contributing even a small piece to a better understanding of disease — and helping advance how we prevent or treat it — is one of the most meaningful aspects of this work,” says Juan.

Like many fast-moving scientific fields, renal immunology also comes with challenges, such as keeping up with the rapidly expanding body of research. “Staying current is essential to avoid duplicating prior work and to identify new directions,” says Juan, who makes continuous learning a priority in his lab. “Young scientists should be curious and persistent, and pursue bold, innovative ideas in this field, which is both challenging and deeply rewarding.”

Pathway from school to renal immunology

“To pursue renal immunology, students should build a strong foundation in biology, chemistry and creative writing during high school,” says Juan. “Courses in statistics and basic programming are also increasingly valuable.”

“At the university level, I recommend courses in immunology, microbiology, cell and molecular biology, anatomy, and infectious diseases,” says Juan. “Also, courses in creative or scientific writing help with publishing papers and applying for fellowships.”

Laboratory placements, summer research programmes and internships will allow you to develop practical skills and learn how scientific studies are designed and conducted. Early research experience can also help you identify your interests and build confidence.

Explore careers in renal immunology

According to Juan, professional societies are a great place to start. Organisations such as the American Association of Immunologists, the American Society of Nephrology and the American Society for Microbiology offer webinars, conferences and networking opportunities for students interested in immunology and kidney research.

Textbooks such as Basic Immunology and Cellular and Molecular Immunology by Abbas, Lichtman and Pillai are widely used in medical and graduate training and provide a strong foundation in immune system biology.

Online learning platforms can help build knowledge and skills. Courses from the Foundation for Advanced Education in the Sciences and classes on Coursera cover topics such as immunology, microbiology and data analysis. Educational YouTube channels like Khan Academy, Osmosis and eLife can also help you learn about complex concepts.

Meet the team

Israel Cotzomi-Ortega
Research Scientist

I believe that the people who surround us gradually shape our interests. I was fortunate to have inspiring teachers throughout my education, and they awakened in me a passion for asking questions and searching for answers. I see myself as a simple person, drawn to simple questions: Why are leaves green? Why is blood red? What happens inside our bodies when we fall ill? Yet, what appears simple often conceals great complexity, and I believe it is our responsibility to understand that complexity and transform it into knowledge that serves humanity.

I have had the opportunity to work in several research labs and across different scientific fields. These experiences have allowed me to acquire and apply a wide range of research techniques to address our current scientific questions. Another key element of a successful career is collaboration and teamwork. Today, science is marked by advances so large and complex that they would take a single person or research group an extraordinary amount of time to achieve alone.

Exploring new paths within the vast world of knowledge is both a privilege and a responsibility. In our field, many research questions arise, and after analysing what is already known, we design experimental strategies to address them. But the process does not end there: we must also analyse and interpret the results to propose new knowledge, which is then examined by the broader scientific community.

Israel’s top tip

Empathy is important in the fields of science and medicine. It is fascinating to seek answers in a universe waiting to be discovered and understood for the benefit of all living beings.

Yuriko I. Sanchez-Zamora
Postdoctoral Scientist

In school, I really liked biology, chemistry and math. At first, I wanted to study medicine and help people, particularly those affected by cancer. In my free time, I used to do simple experiments at home, and I even dreamed of studying whales and running a lab on a boat. That curiosity and excitement about discovery ultimately led me into the world of research.

I think a big part of my success comes from being genuinely passionate about research and naturally curious. Over the years, I’ve learned how to stay organised, multitask and troubleshoot when experiments don’t go as planned, which happens a lot in science.

I love that my job doesn’t really feel like a job. I feel like I get paid to do my hobby. I’m fascinated by discovering how every cell has a very specific role, almost like it has a backup plan for every challenge it faces.

Yuriko’s top tip

Don’t get too distracted — there’s time for everything, but you need to stay focused.

Gamaliel Sanchez-Orellana
Senior Research Associate

As a teenager, I was interested in scientific topics and figuring out how things work, but I was equally drawn to computers and technology. I remember taking apart and reassembling my PC when I was around 10 — I enjoyed problem-solving and spending time learning how systems functioned.

Later on, I realised that I didn’t have to choose between these interests. Discovering bioinformatics allowed me to combine my interest in biology with computational tools and programming, which ultimately shaped my decision to pursue this career path.

Attention to detail, persistence and a strong curiosity for science have played an important role in my career. Research often involves working through complex data and unexpected results, and being patient and thorough has been essential. My training in bioinformatics and hands-on research experience have helped me approach challenging questions in renal immunology with a critical and analytical mindset.

I enjoy knowing that my work contributes to a clear and meaningful goal. My goal is to understand and ultimately improve the outcome of urinary tract infections. This purpose motivates me to keep improving my skills.

Gamaliel’s top tip

If you find an area that genuinely interests you, pursue it and don’t be afraid to invest time in learning and improving.

yDo you have a question for Juan, Israel, Yuriko or Gamaliel?
Write it in the comments box below and the will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)

Discover more about how our body protects us from infection:

futurumcareers.com/breath-by-breath-how-t-cells-protect-our-lungs-from-infection

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

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 she 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 she 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 she 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