For centuries, humans have attempted to uncover the mysteries of the Universe. And while physics can describe how nature works, many questions still remain. “It is hard to believe that we can understand nature, given its complexity,” says Professor Robi Banerjee, an astrophysicist at the University of Hamburg. “But we can describe nature with the laws of physics, using the language of mathematics. Everything breaks down into a few simple laws and constants, and this is a mystery in itself!”

As far as we know, these laws and constants are unchanging throughout time and space. Physicists have tried to find places in the Universe where these laws and constants do not hold true or have altered over time. “But so far, there are no hints that these fundamental concepts are changing,” says Robi. “To me, this is an unexplained miracle!”

What are the fundamental constants and dimensions?

You have probably heard of some famous physics laws which describe the world around us, such as Newton’s laws of motion which describe how forces acting on an object will affect its motion, or Schrödinger’s equation which underpins the field of quantum mechanics. And you might be aware of some constants in physics, such as the speed of light (c), the gravitational constant (G), elementary charge (e) and Planck’s constant (h).

“The physical world is a world which can be measured, and to do so, we need units,” says Robi. For example, velocity is measured using the dimensions of length and time (giving units such as metres per second and miles per hour). “To map the complex world, we need only three dimensions – usually length, time and mass (while there are seven standard scientific units, these can all be derived from length, time and mass).”

Robi calls these four constants (c, G, e and h) and three dimensions (length, time and mass) the fundamental constants and dimensions. He was intrigued that while nature could be described by four constants, it only needed three dimensions. “Maybe one constant is redundant,” he thought. And so, he used a technique called dimensional analysis to link the four fundamental constants to the three fundamental dimensions to try to discover which constant did not combine with the others.

What is dimensional analysis?

“Dimensional analysis is a handy tool used in theoretical physics to quickly calculate answers about a system – as a physicist, I use it every day!” says Robi. “Dimensional analysis uses simple mathematical equations to calculate things like the energy in a system or its evolution over time. You don’t need to know much about your system, but it will give you a rough idea of quantities in your system which you can then analyse further with more precise calculations.”

A key aspect of dimensional analysis is that it allows physicists to explore the relationships between different dimensions within the system they are studying and check that the dimensions they are using are correct. “Through my dimensional analysis of the fundamental constants and dimensions, I showed that gravity is separate from the other constants,” says Robi. This finding can be applied to the fine-structure constant (α), which connects c, e and ħ (the reduced Planck’s constant), but not G.

What is the fine-structure constant?

“The fine-structure constant is a dimensionless constant which relates to the strength of interaction between photons and electrons,” explains Robi. “Consequently, it appears wherever light meets matter.” The fine-structure constant is therefore an important constant in physics. It defines the structure of atoms and forms the foundations of quantum mechanics. “If its value were even slightly different, atoms could not stably exist and life as we know it would be impossible,” says Robi.

The fine-structure constant has the equation α = e²/ħc and the value of ~1/137. But the question that has been puzzling physicists for generations is ‘Why?’. Where does this value of ~1/137 come from? “The odd and yet unexplained value of ~1/137 has driven many physicists mad!” says Robi. Austrian physicist and pioneer of quantum mechanics Wolfgang Pauli famously said, “When I die, my first question to the Devil will be ‘What is the meaning of the fine-structure constant?’”

The fact that the gravitational constant is not included in the fine-structure constant reflects the fact that gravity cannot be combined with quantum mechanics (at least to our current knowledge). “Through my dimensional analysis, I have not solved the mystery of why the fine-structure constant’s value is ~1/137, but I have shown that the fundamental constants and the fundamental dimensions are linked, excluding gravity which plays an unexplained separate role.”

Where can curiosity lead?

It was Robi’s curiosity about the mysteries of the Universe that led him to explore the fine-structure constant. “It is never too early to think about the fundamental problems of nature,” he says. Get excited by questions about how physics and mathematics explain the world around you. Where does the value of the fine-structure constant come from? Why can’t gravity be combined with the other fundamental constants? “While the solutions to these problems might not immediately have direct applications (though you never know), it is important to follow your curiosity,” emphasises Robi. What questions do you have about how the world works? Where will your curiosity lead you?

About astrophysics

“In astronomy (the study of space), experimental physicists are known as astronomers while theoretical physicists are known as astrophysicists,” explains Robi. “Astronomers do experiments and make astronomical observations with telescopes, while astrophysicists do calculations and perform computer simulations to predict the outcomes of physical systems which cannot be done in a laboratory.”

Astrophysicists use mathematics and computer models to try to uncover the mysteries of the Universe. They study topics such as how stars and galaxies form, what happens at black holes, and what the early Universe was like. Some astrophysicists work with engineers to design new telescopes to look deeper into space, while others work with astronomers to interpret the data collected from these telescopes.

“As physicists, it is our job to describe nature using maths,” says Robi. “I think it is a miracle that everything boils down to a few simple laws of physics.” Understanding the mystery of the fine-structure constant will have important implications for astrophysics, as it applies throughout the Universe wherever light interacts with matter. This means the next generation of astrophysicists will have plenty to work on – first to uncover why the value of the fine-structure constant is ~1/137 and then to explore how this can expand our knowledge of the Universe.

Pathway from school to astrophysics

At high school, study physics and mathematics, which will introduce you to the foundations needed to understand astrophysics. It would also be useful to learn computer coding as most physics work relies on computer models.

Take part in the International Olympiad on Astronomy and Astrophysics (ioaastrophysics.org) or the International Astronomy and Astrophysics Competition (iaac.space) to gain hands-on experience in space-related research and activities.

At university, study a degree in physics or astrophysics. To become a researcher, you will then need to gain a PhD in the field.

Develop your curiosity, as this is key for being an astrophysicist. “Physicists enjoy solving problems, have an affinity for mathematics and are patient,” says Robi.

Explore careers in astrophysics

Most astrophysicists work as researchers at universities or space observatories where, alongside teaching the next generation of astrophysicists, they use mathematics and computer models to explore the secrets of the Universe.

The Hamburg Observatory, where Robi works, is open to the public and organises educational activities, including school visits, public lectures and the chance to observe the night sky through the observatory’s telescopes: www.physik.uni-hamburg.de/hs/subsite—open-observatory.html  

NASA provides a wealth of resources about astrophysics and careers in the field: science.nasa.gov/astrophysics

Meet Robi

As a teenager, I was very interested in computers and programming. This was in the 80’s, when PCs were just beginning. I also enjoyed playing sports and hanging out with friends.

After high school, I did an apprenticeship as a programmer. I then wanted to study electronics, but I also enrolled to study physics, just due to a gut feeling. Although places on the physics course were limited, I was accepted. It turned out that deciding to study physics was the best decision of my life! Right at the beginning of my studies, I fell in love with physics, especially the theoretical approach.

In the future, I hope to spend more time thinking about the limits of physics. I want to address questions such as ‘Why can nature be captured by a few simple physical laws?’ and ‘Is mathematics the language of nature? If so, does this mean mathematics is independent of humans?’

When I’m not working, I enjoy outdoor activities such as hiking and cycle racing. I am engaged in renewable energies and I also like programming and handcraft electronics.

Robi’s top tip

1. Don’t try to follow in other people’s footsteps. Instead, follow your own intuition.
2. Ask questions and pursue them until you find answers. Bother your teachers and other educated people!

Do you have a question for Robi?
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 astrophysicists are using quantum mechanics to study black holes:

futurumcareers.com/black-holes-the-meeting-of-gravity-and-quantum-physics

What causes haemophilic arthropathy?

When bleeding happens inside a joint, it causes irritation and the joint becomes inflamed. The repeated cycle of bleeding and inflammation slowly destroys cartilage and bone, and over time the joint becomes painful, stiff and hard to move.

“No quantity of blood inside a joint is harmless; that is something I try to make clear to my patients and their families,” says Jesus. “The damage begins with the very first bleed.” Preventing bleeding from the earliest possible age and catching joint change before it becomes irreversible will determine whether a child grows up with physical freedom or not.

How does haemophilic arthropathy affect patients?

“Haemophilic arthropathy reaches far beyond the joint itself,” says Jesus. “As the damage progresses, everyday activities – climbing stairs, playing sports and even holding a spoon – can become exhausting challenges.” And the condition can cause psychological and emotional damage too. For example, the fear of triggering a bleed makes people reluctant to move and exercise. This creates a vicious cycle: less activity makes joints more vulnerable to bleeding, which increases the reluctance to be active. Limited mobility affects school attendance, social participation, self-confidence and mental well-being. “The emotional burden of haemophilic arthropathy should never be underestimated,” says Jesus. “Protecting joint health is not just about preventing physical damage; it is about preserving a person’s autonomy, dignity and right to live a full life.”

How does Jesus study haemophilic arthropathy?

“Haemophilic arthropathy is not caused by a single factor,” says Jesus. “It develops through an intricate interaction of biology, treatment decisions, lifestyle choices and healthcare access, so no single source of data could tell the complete story.” To investigate this complex interplay of factors, Jesus and his research team used three types of evidence.

First, they reviewed scientific literature to identify everything that previous research had already suggested as a factor in haemophilic arthropathy. They then gathered real-world data from 90 Colombian patients with haemophilic arthropathy, collected from patient diaries completed by their doctors. Finally, the team interviewed nine experienced haematologists, allowing them to interpret their findings through the lens of people who care for these patients every day.

What did the team discover?

“The clearest message across every part of our study was ‘start prophylaxis early and prevent bleeding’,” says Jesus. Prophylaxis is a preventative treatment given to reduce the risk of bleeds. “Patients who started prophylaxis in early childhood before any joint damage had occurred were significantly less likely to have haemophilic arthropathy compared to those who started later or were treated only once bleeding had occurred,” continues Jesus. “And patients who experienced at least one bleed per year were approximately six times more likely to develop haemophilic arthropathy compared with those who had no bleeds.”

Crucially, the study emphasised that monitoring joint health must extend beyond simply counting bleeding episodes. Physicians need to proactively evaluate for haemophilic arthropathy using validated clinical scoring scales, alongside appropriate imaging like ultrasound. The team’s research revealed real-world gaps in how frequently these objective assessments are performed in routine care.

The team also found that physical activity was a major protective factor. Patients who remained physically active were less likely to develop joint damage and arthropathy than sedentary patients. This does not mean that exercise is risk-free for someone with haemophilia. “The type and intensity of activity must always be individualised,” says Jesus. “But it does confirm that encouraging safe, appropriate physical activity is an important part of joint protection.”

How can patients avoid haemophilic arthropathy?

Patients with haemophilia should stick to their prescribed prophylaxis regimen, maintain regular follow-ups and communicate any new symptoms straightaway. “Staying physically active is equally important,” says Jesus. “Rather than avoiding exercise because of haemophilia, to preserve mobility patients should work with their healthcare team to choose safe, rewarding activities that strengthen the muscles that support the joints.”

However, protecting joint health should not be the patient’s responsibility alone. Healthcare professionals, medical researchers and clinicians all have a role to play in improving the quality of care for patients with haemophilia. And maybe you do too. “To any young person reading this who is considering a career in medicine: this work is hard, and the problems are real, but they are solvable,” says Jesus. “The science to prevent haemophilic arthropathy already exists; what we need now are committed physicians, nurses and educators to bring that science to the communities that need it most.”

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

Learn more about haemophilia:

futurumcareers.com/understanding-haemophilia-one-amino-acid-at-a-time

The EPIIC grant

In partnership with Lawrence Technical University and the University of Puerto Rico – Bayamon, MCC has won funding from the US National Science Foundation’s EPIIC grant. This award is designed to help higher education institutions build research capacity and collaborate with industry partners. The three institutions will work together to create new opportunities for staff, students and industry partners to conduct research that benefits local communities and solves real-world challenges.

“Science is collaborative and exists within a world that also includes politics, industry, community, and so many other players,” says Antwan. “We can’t function if we stay in our own silos; we have to collaborate with others if we want our work to have an impact.” The EPIIC grant will help MCC build partnerships that allow staff and their students to pursue research that will make a real difference to local communities and national industries.

“I’m a sociologist by training, and we often talk about human communities as an organism,” says Dr Tammie May, Vice President of Instruction and Student Services at MCC. “This idea holds true for the STEM community as well. We are part of an organism and the whole system has to be communicating and supporting itself in order to work.” Like all organisms, the STEM community is complex and multi-faceted. The first step towards effective collaboration is understanding what all the constituent parts can offer, and how they can combine and support each other.

Asset mapping

Asset mapping is a highly structured, strategic method that an institution can use to shift its mindset from “What do we lack?” to “What do we have to offer?” With this mindset, MCC can form partnerships with other institutions from a position of strength. “The asset mapping process brings people together to think about their place in the wider STEM ecosystem,” explains Antwan.

Using this method, the team at MCC are identifying and cataloguing the strengths within the college. This could be researchers and teachers with niche skills, industry experience or connections to community groups, or physical assets like chemistry labs or event spaces that could be used by local groups and businesses.

At the same time, the team is looking outside of the college to find potential collaborators. These could be local businesses in the STEM sector, community groups looking for research support or entrepreneurs that are using innovative science to solve problems. Creating these partnerships will transform MCC from an isolated educational institution into an active player in the regional economic ecosystem. “The asset mapping process has really allowed us to build relationships at different levels and better understand how we fit into the bigger picture,” says Tammie.

STEMinars

Another way in which the MCC team connect their teaching and research to the outside world is through STEMinars. These interactive events bring students face-to-face with scientists and entrepreneurs from outside of their own institution as they learn about and discuss STEM topics. For example, at a STEMinar in April 2026, Dr Brittany Hufft-Martinez from the University of Kansas Medical Center shared her research on cleft palate formation, while other researchers discussed Lyme disease and tuberculosis.

“Through the STEMinars, we can reach out to external partners and bring new people in to allow our students to explore topics and viewpoints from outside the regular curriculum,” explains Antwan. “I’m a chemist, so I talk about chemistry, but other contributors can talk about issues like cleft palates, Lyme disease and agentic artificial intelligence from different lenses, showing us the different parts of our STEM community.”

For example, Dr Ladrian Brown, a professor of biology, and Joel Shaw, a computer science instructor, take part in the STEMinars and provide students with different ways of thinking about problems. Exposing students to diverse scientific perspectives and cutting-edge research helps them cultivate a true scientific mindset that embraces interdisciplinary collaboration.

The STEM ecosystem

Innovative research doesn’t just rely on collaboration between different scientific disciplines, but also between people with many different skillsets and expertise. “For example, we have an accountant, and we couldn’t do our work without him,” says Antwan. “If we’re out of line with the budget, that could ultimately lead to our funding being cut.”

“I think it’s easy to get caught up in science and think about creating the magic pill or winning the Nobel Prize,” Antwan continues. “But there are a million smaller prizes to be won before the Nobel Prize; a million smaller things need to take place to get to the ‘finish line’.” Behind every scientific breakthrough and every prestigious award is a vast ecosystem of people playing their part. Finding your place within this ecosystem – whether you become a researcher, an entrepreneur or an accountant – will allow you to contribute to innovative research that could change lives.

About STEM

Pursuing a career in STEM will bring you opportunities to explore your interests, solve meaningful problems and work with incredible people. Being able to collaborate with researchers from different fields, entrepreneurs from industry partners and members of the wider STEM community is key to success.

“You have to be able to operate in multiple worlds,” says Antwan. “And that means making the effort to understand them and to be a good listener.” This desire to learn and understand others is an important part of scientific curiosity. “You have to have that child-like desire to question things and say ‘I don’t understand this yet, but I want to know more’,” continues Antwan. “That willingness to learn new things should never stop.”

Tammie emphasises that it’s not just important to understand other researchers and their scientific disciplines, but also to understand how the scientific community works as a whole. “The science community is very complex, and there are many external factors that can affect funding opportunities, from local politics to the global economy,” she says. “These limiting factors exist, but that shouldn’t stop you from dreaming – you just have to learn how to navigate the system and find support for your projects and ideas.”

Getting to grips with this complexity at the start of your career will set you up well to navigate any challenges that you might face. Taking part in events such as STEMinars and getting hands-on experience in research groups is a great place to start. “Experiences like these have changed the trajectory for so many of our students,” says Tammie. “It’s all about building relationships that might lead you into future experiences that you haven’t even thought of yet!”

Pathway from school to STEM

Build a solid foundation in biology, chemistry, physics and mathematics. Spot the topics that excite you and follow your curiosity wherever it leads.

Seek out hands-on opportunities to get experience with research. Join a science club or get in touch with a local research lab.

Look for points of connection between the STEM topics that you study. Science is becoming increasingly interdisciplinary, so being able to bridge the gap between subjects will help you see things from different perspectives.

Take part in one of MCC’s College for Kids programmes, designed to give 8-to-15-year-olds new experiences and teach them important skills: mcckc.edu/continuing-education/college-4-kids.aspx

Explore careers in STEM

Read some other Futurum Careers resources to see the incredible variety of possible STEM careers: futurumcareers.com/articles

Explore the range of STEM courses available at MCC: mcckc.edu/pathways/science-technology-engineering-mathematics.aspx

Use the CareerXplorer platform to find out more about different careers in STEM and the pathways that can lead you to them: careerxplorer.labxchange.org

Meet Antwan

In the early stages of becoming a medicinal chemist, I tried to make a molecule that would reduce a person’s addiction to cocaine. Later, I tried to kill tuberculosis! When you have big dreams, they don’t always work out – but having that passion drives you forward.

I love bringing people together from different mindsets so they can think together, dream together and make great things happen. The only thing I love more than chemistry is people, so I want to bring people together.

As scientists, we don’t go through it, we grow through it. The things that challenge us help us grow and come back stronger. You’ve just got to keep picking yourself back up and getting back in the lab.

Meet Tammie

I enjoy creating opportunities not just for students and staff, but also for our communities.

The key is being persistent. Some people will celebrate you and support your work, but others won’t. Sometimes that is powerful because they push you harder. If this is truly the passion of your heart, you’ll dig deeper and learn more deeply.

Meet Joel Shaw

Computer Science Instructor

I wanted to take part in the EPIIC grant because of the opportunity to gain different perspectives from colleagues I admire in different fields, and to share perspectives on my own field.

I love working with students, overcoming challenges and thinking about future possibilities.

If you want to work in STEM, give yourself grace and time, and learn to be resilient during your educational journey.

Meet Dr Ladrian Brown

Professor of Biology

One of the most rewarding aspects of teaching is the moment when students connect the concepts they’re learning in the classroom and their own lived experiences. It is gratifying to watch learners develop the knowledge and skills they need to become successful.

It can be difficult to determine which STEM career is the best fit for you. Getting early exposure to a range of different fields is key. When making your decision, try not to limit yourself to traditional fields. Instead, explore other exciting roles that will allow for life-long learning.

Meet Corinthian Evrin

Pupil at MCC

I took part in a summer research initiative at Kansas University Medical Center exploring questions around female fertility and reproduction. I wanted to understand more about the science behind reproductive health rather than only learning about it from a classroom perspective.

I got to see biology in a way that I had never experienced in a classroom. You can learn about cells from a textbook, but seeing them through a microscope makes everything feel more real.

I started to understand that research is curiosity in action. Instead of simply being given a problem with a known answer, I had to think through what I was seeing, consider different possibilities and figure out what questions needed to be asked next.

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

Discover how a group of STEM educators are supporting students in Puerto Rico:

futurumcareers.com/fostering-stem-success-in-puerto-rico

The seemingly solid ground beneath your feet is actually full of fluids. Pores and fractures in rocks contain water, oil, natural gas or brine, which are valuable resources for society in the form of groundwater, fossil fuels and geothermal power.

The nature of the rock will impact how much fluid it contains and how easily it will flow, which in turn influences the region’s potential for producing resources. “I’m interested in how fluids move through rocks, and how this movement is related to fractures,” says Professor Sherilyn Williams-Stroud, a structural geologist at Texas A&M University.

How do rock characteristics impact fluid flow?

Sedimentary rocks composed of small grains, such as sandstones, can have high porosity and permeability, allowing fluids to flow through the pores. In contrast, sedimentary rocks composed of tiny grains, such as shales, generally have low porosity and permeability and the tiny pores cannot hold much fluid.

“There are many theories about how fluids flow along fractures, and how fractures can develop into connected networks,” says Sherilyn. “As we can’t see how fractures are connected in the Earth, it isn’t possible to know which pathways fluids will take through a fracture network. Chemical interactions also play an important role and there is still a lot to be learnt about how rock-fluid interactions work under different conditions.”

How does fluid flow through rocks impact energy projects?

Oil and natural gas are fossils fuels that have supported the current global state of industrialisation. Once these fluids have formed from buried organic material, they buoyantly rise through the rock, flowing through interconnected pores and fractures. When they reach an impermeable layer of rock, such as shale, they become trapped, forming a reservoir of oil and/or gas in the rock below. “When looking for oil and gas reserves, geologists search for formations consisting of an impermeable layer of rock above porous rock (known as ‘traps’),” explains Sherilyn. “They also create fractures in low-permeability rocks containing oil and gas by injecting water, to enable the fluids to flow out.”

However, burning fossil fuels is contributing to climate change due to the carbon dioxide (CO₂) that is released into the atmosphere. “Geology offers solutions to help us manage those side effects, such as carbon sequestration,” says Sherilyn. This involves taking CO₂ that has been removed from (or captured before it gets into) the atmosphere and injecting it into the Earth to store it within rocks. In rocks, CO₂ behaves in a similar way to oil and gas – it will buoyantly rise upwards until it becomes trapped by a layer of impermeable rock. So instead of trying to locate potential oil reserves, many geologists are using the same skills to identify potential locations for injecting and storing CO₂.

Geothermal power is produced by using hot fluids in rocks to turn turbines to generate electricity. This requires permeable rocks so fluids can circulate through the hydrothermal system. “In cases where there are impermeable hot rocks, engineers can inject water under high pressure to fracture the rock,” explains Sherilyn. “This creates a permeable fracture network where water can be pushed through the hot rock to be heated up so that it can be used to produce geothermal power.”

How is Sherilyn studying fluid flow through rocks?

“I work on geological problems that help us understand how fluids move through the rock (whether pores or fractures) and how these fluids get trapped,” says Sherilyn. To investigate this, she begins by characterising fracture orientations and sizes. “If most of the fractures in a rock are oriented in the same direction, they should enhance fluid flow in that direction,” she explains.

However, uncovering the structures in the rock below our feet is no easy task, as Sherilyn is trying to study something inaccessible and buried below ground. Rock cores extracted from drilling wells provide detailed samples of rock features, but only in one-dimension and at a single location, while seismic data provide large-scale 3D imaging of subsurface features, but not at a high enough resolution to identify individual fractures.

As neither method can give the full picture of the complex 3D structures of subsurface fractures, Sherilyn combines these techniques with geological modelling of rock deformation and fluid flow. “This allows me to develop realistic models of the subsurface,” she says. “This provides the information needed to make decisions about how to proceed with projects involving extraction or injection of fluids from or into rocks.”

A key aspect of Sherilyn’s work involves communicating with the communities impacted by energy projects, such as those near fluid extraction or injection sites. “It is important to engage directly with communities because they have a right to know how a project may impact them,” she says.

What has Sherilyn discovered?

“Our research has shown that some injection projects have a greater impact on surrounding communities than others,” says Sherilyn, as injecting fluids into rock causes small earthquakes (known as induced seismicity). “Induced seismicity can cause problems if the earthquakes are large enough to cause damage, so it is important to know if earthquakes are natural or caused by human activity,” she continues. For example, Sherilyn supported carbon sequestration projects in Illinois, where seismicity was monitored for a year and a half before CO₂ injection began. “No earthquakes were detected during this time,” she says. “Tiny earthquakes were then detected during injection, but they could not be felt by people.”

In this way, Sherilyn is using her skills as a geologist to support the energy industry and help mitigate the impacts of climate change.

About energy geology

Geologists play a vital role in the energy industry. Without them, we wouldn’t have oil and gas, nuclear fuel, geothermal power, hydroelectric dams or batteries. “Structural geologists map the structures of rocks on the Earth’s surface and geophysicists use geophysical imaging to identify subsurface structures,” explains Sherilyn. “This information is combined with analysis of how the rocks have been heated and deformed over time and with drilling to confirm the character of subsurface rocks.” This allows geologists to locate reserves of fossils fuels and minerals essential for energy production, such as lithium for batteries, uranium for nuclear power, and the minerals needed to build solar panels and wind turbines.

“Geologists can use various prospecting techniques to infer high heat flow areas in the subsurface that have the potential for development of geothermal applications,” continues Sherilyn. “They also identify risks to energy infrastructure from tectonic activity, landslides and flooding.” This is important because the consequences of an earthquake damaging a nuclear power plant or hydroelectric dam could be catastrophic.

Geologists in the energy industry must be able to work in interdisciplinary teams, as once they have located energy resources, it is engineers who extract them. “As a structural geologist, I work with geochemists, geophysicists, petroleum engineers, civil engineers and materials scientists,” says Sherilyn. “Geologists and geochemists characterise rock properties to understand rock-fluid interactions, while engineers model fluid flow through rocks and identify drilling techniques to extract resources.”

After geologists have identified energy resources and estimated how much is available, engineers then estimate how much of the resource can actually be extracted from the Earth. This allows the team to determine the economic value of the resource, and extraction will only begin if it is economically profitable.

Pathway from school to energy geology

At high school, study geography, mathematics, physics and chemistry to learn the knowledge and skills underlying geology and energy production.

“A strong math foundation is important for structural geology, including trigonometry and linear algebra,” advises Sherilyn. “Statistical skills are useful for analysing structural data.”

At university, study a degree in geology, Earth science or geophysics, and take courses in structural geology, mineralogy and rock mechanics to learn how rocks and minerals deform. Students who want to work in the oil and gas industry should pursue a geology study programme that emphasises a strong foundation in interpreting the geologic subsurface.

Most geology programmes include practical field courses. “I highly recommended participating in field courses because they will help you understand the spatial relationships that are important for doing geology,” says Sherilyn. “Knowing what the rocks look like in real life is critical to developing realistic interpretations of seismic and well data.”

Explore careers in energy geology

Geologists can find a wide range of careers in the energy industry, from locating new reserves of fossil fuels and minerals to identifying safe sites for building energy infrastructure.

“Geologists involved in oil and gas exploration create models to provide understanding of subsurface structures and how this influences potential oil and gas reserves,” says Sherilyn. “Those involved in oil and gas extraction help engineers by guiding the drill to ensure the well is drilled in the correct rock formation.”

“These days, a lot of structural geology work is computer-based, using exciting software tools with capabilities that are continuously improved and expanded,” continues Sherilyn. “While machine learning can speed up some of the modelling, geologists who fully understand the subsurface science will always be necessary to make sure the results are reasonable and valid.”

The US Geological Survey (usgs.gov/mission-areas/geology-energy-minerals), Geological Society of America (geosociety.org) and American Institute of Professional Geologists (aipg.org) all provide a wealth of information, educational resources and careers advice about geology and the energy industry.

Meet Sherilyn

I had a wide range of hobbies as a teenager, from playing softball and riding my unicycle to tap dancing lessons and performing jazz ballet. I also loved music – I played the French horn in the school band and orchestra, and enjoyed I listening to all types of music, from classical to jazz to rock.

I ‘fell’ into geology from music. I enjoyed structural geology and stratigraphy (the study of layers of sedimentary rocks), and my graduate research combined these interests to investigate the deformation of sedimentary rocks at low temperatures.

My career as a research scientist began at the US Geological Survey working on projects related to oil and gas. I then helped to evaluate a site for nuclear waste disposal, which involved analysing fracture networks in the rock to determine if the site would be suitable. I measured fracture lengths, spacing and orientation, and did statistical analyses to predict how they would influence fluid flow. I really enjoyed the analysis, and that project set my career pathway towards studying rock fractures and fluid flow.

I have spent many years working as a geologist in industry and government. At the oil companies Texaco and Chevron, I created fracture models of subsurface reservoirs for oil exploration and production projects, and I analysed fracture geometries to assess the behaviour of fluids in the reservoirs. At the seismic monitoring company Microseismic Inc., I interpreted induced seismicity data from hydraulic fracturing projects. I carried this expertise to the Illinois State Geological Survey where I monitored induced seismicity from CO₂ being injected into deep rocks for carbon sequestration.

I enjoy the controversies that exist in science. Conclusions are always based on incomplete data, and different researchers will interpret the data in different ways. Narrowing the gap between what we know and what we don’t is a fun challenge.

Sherilyn’s top tip

1. Be observant and open-minded.
2. Find people who support you and what you want to do. Sometimes the best supporters are not mentors who are assigned to you, but people you happen to meet. So take advantage of opportunities to meet and talk to experienced people in your field.
3. Don’t be afraid to ask for help when you need it.

Do you have a question for Sherilyn?
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 wetlands are being impacted by human activities and climate change:

futurumcareers.com/mineral-exploration-future-proofing-the-availability-of-essential-metals

Once upon a time, a young girl in a red hood walked through the woods to bring cake and wine to her grandmother. But on the way, she met a wolf who persuaded her to pick some flowers as a gift for her grandmother, disobeying her mother’s instructions to go straight to her grandmother’s house. By the time the girl arrived, the wolf had eaten her grandmother, disguised himself in her grandmother’s clothes and was waiting to swallow the girl.

You are probably familiar with the classic folktale of Little Red Riding Hood. But have you ever wondered about the deeper meanings behind the story?

“A key motif from Little Red Riding Hood is the conflict between desire and prohibition, which often appears in stories about adolescents,” says Dr Sayaka Oki, a literature researcher at Doshisha University in Japan, who is studying how adolescence is portrayed in vampire stories. While there are no vampires in Little Red Riding Hood, the story shares many features with vampire narratives. “In older versions of the tale, Little Red Riding Hood unknowingly consumes her grandmother’s flesh and blood, a detail which intensifies the connection with vampire stories,” says Sayaka.

How does Sayaka study vampire narratives?

Sayaka is exploring how symbolic motifs from Little Red Riding Hood appear in vampire narratives using a method called comparative close reading. “This involves examining details (such as words, imagery or symbols) in different narratives and comparing how they appear across stories to analyse recurring themes,” she explains. “I use comparative close reading to study fairy tales, modern literature and films, which allows me to notice shared ideas and patterns.”

Vampire stories have a long tradition, from classical tales to modern fiction, meaning that studying them can uncover how ideas have changed through history and across cultures. Through her comparative close reading, Sayaka noticed that psychoanalytical symbols appear in many of the stories she was studying.

What psychoanalytical symbols exist in vampire stories?

“An Oedipal structure (named after the ancient Greek character, Oedipus) describes how young people form identity,” explains Sayaka. “In adolescence, a young person may feel close to the opposite sex parent and compete with the same sex parent.” This psychoanalytical idea appears in Little Red Riding Hood when she disobeys her mother’s instructions and instead follows her curiosity then meets the wolf, who symbolises temptation, danger or a forbidden realm.

“In the Gothic narratives I analyse, vampire transformation symbolises cultural fears about women’s bodies,” explains Sayaka. “Such transformations often reveal what society cannot say openly, turning inner conflict into the fantastic.” For example, in Hoffman’s Vampyrismus (1821), the 16-year-old vampire Aurelie occupies a liminal position as she is neither an adult nor a child, and her supernatural change places her outside social structures. The conflict between desire and prohibition appears in Aurelie’s rebellion against her mother’s pressure to marry. “In this sense, vampirism functions as a metaphor, revealing unstable identities in the transitional phase of adolescence.”

In 19th century Gothic literature, female vampires were portrayed as femmes fatales, but this idea is subverted in Buffini’s A Vampire Story (2008; adapted into the film Byzantium, Jordan 2012). The 16-year-old vampire Eleanor is a femme fragile character who rebels against her femme fatale mother, highlighting her conflict between desire and prohibition and her struggle over her identity. “Buffini challenges traditional views of female vampires by showing Eleanor’s emotional and creative perspective,” explains Sayaka. “Eleanor’s act of writing a story symbolises the search for her own voice, and in Byzantium, her gaze expresses her emerging subjectivity.”

“Across these works, the tension between danger, desire and identity persists,” continues Sayaka. “Each literary work offers a different view of adolescence and individuality, which reflects changing cultural values.”

How does vampirism act as a metaphor for adolescence?

From reading, analysing and comparing different vampire narratives, Sayaka argues that vampirism is used as a metaphor for an identity crisis during adolescence. “An adolescent’s identity crisis not only involves physical changes, but also emotional conflict as the young person attempts to establish who they are,” she explains. “Vampirism works as a metaphor because the supernatural transformation reveals the hidden fears and pressures that exist in society. Vampire narratives depict diverse ways in which adolescents negotiate their individuality.”

How can literature be used to explore ideas about identity?

“Literature allows readers to explore questions about identity and social pressure in a safe and imaginative way,” explains Sayaka. “Stories help young people to reflect on their own experiences during the emotionally sensitive period of adolescence.” By reading and discussing stories, you can observe how characters grow emotionally as a plot progresses, notice the hidden conflicts they face and learn how they overcome these challenges.

Vampire stories in particular are useful for thinking about identity and societal expectations. “They are a rich genre for studying symbolic motifs because they show the border between human and non-human, predator and prey, dominance and submissiveness, and even ideas of justice,” says Sayaka. “I loved Gothic fiction as a teenager, and vampire stories were the ones I found most frightening. Vampires are ‘in-between’ beings that destabilise binary categories, making them well-suited for exploring deeper questions about adolescence.”

Sayaka’s work highlights how the supernatural transformations in vampire stories represent the psychological challenges of adolescence. Little Red Riding Hood, Aurelie and Eleanor all face conflicts and fear the fact that they rebel against their mothers – a tension central to Gothic fiction. In doing so, they form their own individual identities and emerge as young women.

Do you have a question for Sayaka?
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 wetlands are being impacted by human activities and climate change:

futurumcareers.com/can-spooky-stories-engage-people-with-history-and-heritage

The hospitality industry provides a vital service to society and the economy, but it also often relies on environmentally damaging resources and is responsible for significant food waste. At New Mexico State University in the US, Professor Jean Hertzman is ensuring the next generation of hospitality and culinary professionals have the knowledge and skills to reduce the environmental impact of the industry. To achieve this, she is developing lesson plans that connect hospitality and culinary arts with sustainable agricultural practices.

“The ultimate goal of my project is to train the next generation of culinary professionals and hospitality managers with the skills needed to ensure the effective and socially responsible use of resources from the producer to the end-user,” says Jean. “By gaining agricultural literacy and becoming advocates for sustainable practices in the workplace, you can contribute to reducing the effects of climate change, reducing food waste and providing demand for products created through better agricultural processes.” In this way, Jean and her team are ensuring that the hospitality industry will play a key role in making the planet healthier for all of us.

Professor Jean Hertzman

School of Hotel, Restaurant and Tourism Management, New Mexico State University, USA

Fields of research: Hospitality and culinary arts; sustainable agriculture; food safety

Research project: Training hospitality and culinary arts teachers so they can educate their students about the importance of sustainable agriculture

Funder: This work is supported by the US Department of Agriculture (USDA) National Institute of Food and Agriculture (NIFA) Agriculture and Food Research Initiative (AFRI) Agricultural Workforce Training Priority Area, award #2023-67037-39940

About hospitality

Hospitality is a dynamic industry with a huge range of exciting career opportunities. “The careers in hospitality and culinary arts are endless because there are so many types of operations,” explains Jean. Food service operations range from food trucks, fast-food chains and independent cafés to hotel restaurants, entertainment venues and independent fine-dining establishments, along with catering for schools and hospitals. “Food service jobs include chefs, servers, bartenders and managers, while hotel careers include front-of-house operations, catering, housekeeping and sales,” says Jean.

This range of opportunities means that whatever your interests, you are sure to find a role in hospitality that allows you to fulfil your goals. “With the variety of jobs available, there is room for everyone,” says Jean. “Hospitality management and culinary arts are careers that will always be in demand. Everyone eats, and even if the percentage of people eating out fluctuates, the industry will always adapt.”

Jean’s first job was at an ice cream and sandwich shop. “It was a long time ago, so my pay was $2.85 per hour plus all the ice cream I could eat!” She then worked as an executive chef at an independent restaurant and as a restaurant manager at a hotel. As executive chef, she was responsible for overseeing all food preparation, developing menus, cooking, and ordering food and kitchen supplies. “As I worked at an independent restaurant, I enjoyed the creativity I had to adapt the menu and I loved watching people enjoy the meals we cooked,” she says. As restaurant manager, she was responsible for the ‘front of house’ operations, supervising servers and bartenders, checking reservations, greeting guests and dealing with any problems. “I enjoyed sharing my passion for hospitality with both the guests and employees,” she says. “No two days are ever the same in a restaurant, so I never got bored with the job!”

Pathway from school to hospitality

At school, take any hospitality and culinary classes that are offered. “You will learn key skills which will help you secure entry-level jobs and get ahead in your career,” says Jean.

“Math is also important,” advises Jean. “It is essential to know how to convert recipes to make different amounts and to know how to determine the cost of a dish and price it accordingly.”

You can earn hospitality and culinary certificates and qualifications from community college, trade school or university. Most courses will include practical internships to give you hands-on experience, and Jean also recommends finding part-time work in the industry, even if it is just washing dishes to begin with. “There is no substitute for practising your skills on a daily basis and progressing through different job levels to gain the experience needed to succeed,” she says. “You could also plan a party for your family, school or community centre, or help serve food at a food bank or community kitchen.”

“To work with food, it is essential to study food safety and gain basic food preparation and cooking skills,” says Jean. “If a class in meats and butchery is offered, take it! These skills are in demand and pay high wages.”

Explore careers in hospitality

In addition to the huge variety of roles in food service and hospitality venues mentioned above, there are also opportunities to teach culinary arts and hospitality in high schools, trade schools, colleges and universities. “I wanted to teach because I recognised the tremendous need for training in the industry,” says Jean.

The National Restaurant Association (chooserestaurants.org/restaurantswork/career-pathways) and The Hotel Industry (thehotelindustry.com/career-pathways) provide information about career pathways in restaurants and hotels, along with the skills, experience and qualifications you need to follow different paths.

Meet Sierra

Sierra Chopito is the culinary business and product development manager at Stampede Culinary Partners

I have been cooking since a very young age, and I’ve always enjoyed exploring flavour combinations. I took culinary classes throughout high school and went to university to study culinary arts. One day, I witnessed chefs from different food chain companies come together and cook. The sight of their collaboration inspired me to become one of those chefs.

I took an introductory class in food science and was intrigued – I love working with food and it was exciting to understand the science behind food and how this relates to cooking in a kitchen. I also completed an internship in a five-star restaurant at a luxury ski hotel, where I learned discipline in the kitchen and built my strong mentality, which shaped my style as a chef today.

As product development manager at Stampede Culinary Partners, I manage our test kitchen where we develop new food products. Developing new food products involves working in the kitchen to create prototypes to ensure a successful transition from the kitchen to commercialisation. My inspiration for creating new products can come from current trends in restaurants and health, my friends, a vacation, a movie… anywhere!

I enjoy being able to create new things and try everything I make. I also love being able to collaborate with chefs and learn from their experiences and knowledge, because I believe you can learn new things from anybody. It is exciting to see food products that I made in the test kitchen on the shelf at a grocery store or on the menu in a restaurant and to know that millions of people are eating my food!

Meet Hunter

Hunter Lindsey is studying for a master’s in agricultural extension and education

Throughout my childhood, I raised my own flock of sheep at home in Arizona and showed them at livestock shows. But throughout high school, I didn’t have a clue where my future would take me. I knew I wanted to work with animals and considered everything from marine biology to wildlife rehabilitation. In the end, I studied animal science with minors in agricultural business, ranch management and horse management, along with an internship in a reproductive physiology research barn. Studying so many different areas helped me realise just how broad agriculture is.

I’m now studying agricultural extension, which focuses on how we communicate agricultural information to farmers and the public. Animal science helped me understand the ‘why’ behind agriculture, and now my favourite part is learning how to share this knowledge with others.

I’m helping to develop agricultural lessons for culinary and hospitality educators. This involves connecting agriculture to topics students are learning about, such as where food comes from. For example, I’ve created resources covering the beef supply chain and sustainable beef production.

It’s important to know that you don’t have to come from a ‘traditional’ agricultural background to find a place in the industry. There are so many careers in agriculture – it’s not just farming and ranching. There are also opportunities in animal science, education, business and food production.

My advice to students is to stay open-minded, take advantage of opportunities that come your way and try to gain as much hands-on experience as possible. My journey has been shaped by being willing to explore different opportunities, even when I wasn’t sure where they would lead.

Do you have a question for Jean, Sierra or Hunter?
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 agriculture educators are helping people appreciate the links between agriculture and the environment:

futurumcareers.com/fostering-love-and-knowledge-of-agriculture-and-the-environment

For decades, industrial activity has been polluting our soils, waters and air with toxic metals. This threatens wildlife, contaminates food supplies and puts human health at risk, but a potential solution has been growing around us all along. Dr Naira Ibrahim from Jackson State University in the US is investigating the power of plants to absorb toxic metals from contaminated environments. Through her research, Naira has discovered that some remarkable plants may not only be able to help restore damaged ecosystems, but could also play a role in human medicine.

Within those areas, roles can also be incredibly varied. For Naira, “A typical day includes teaching, supervising laboratory research, analysing environmental and genomic data, writing grant proposals, publishing research and collaborating with scientists.” An important part of her work is mentoring students from diverse backgrounds and creating opportunities for them such as supporting her work with communities in Mississippi.

Naira is keen to emphasise the interdisciplinary nature of environmental science and how it brings together knowledge and expertise from many different fields. She says, “Environmental science combines plant biology, genetics, microbiology and environmental chemistry to develop sustainable solutions for pollution, climate resilience and healthier communities.”

Environmental science is evolving quickly, and newer developments in the field involve the use of artificial intelligence, satellites and drones. Future environmental scientists may even get to play an important role in space exploration by creating sustainable ecosystems for space agriculture using tools such as phytoremediation that have been discovered here on Earth.

Pathway from school to environmental science

“Students should study biology, chemistry, environmental science, mathematics, physics, computer science, data analysis and statistics,” says Naira. “Environmental problems are interdisciplinary and require teamwork, persistence, critical thinking and strong analytical skills.”

Naira encourages students to seek out internships or work experience opportunities, or volunteer to support research projects.

Explore careers in environmental science

Explore the American Society of Plant Biologists, the Institution of Environmental Sciences or the American Geophysical Union for useful resources, career advice and opportunities to attend events and meet professionals in the field. You could even consider joining as a student member.

You can learn more about the work of Naira and her colleagues in the Department of Biology at Jackson State University on their website.

Meet Naira

As a teenager, I was fascinated by plants and nature. Learning how plants interact with the environment inspired me to pursue environmental science and phytoremediation research.

I enjoy discovering new knowledge while mentoring students and helping them become independent scientists.

I am motivated by developing sustainable solutions that improve environmental and human health while inspiring the next generation of scientists.

Key to my success have been persistence, curiosity, collaboration, continuous learning and mentoring.

To unwind from work, I enjoy spending time with my family, gardening, reading scientific literature and spending time outdoors.

Naira’s top tips

Never stop asking questions. Work hard, seek mentors, stay curious and remember that every scientist begins by learning one step at a time.

Do you have a question for Naira?
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.)

Discover how environmental scientists are using plants to clean contaminated soil:

futurumcareers.com/how-can-plants-clean-contaminated-soils

“The division between literary studies and STEM is such that they may as well be two different star systems,” says Dr Rhona Trauvitch, a Teaching Professor of English at Florida International University in the US. Yet she believes that connections between these fields can hugely benefit all learners, which is why she is using analogies from fiction to help illustrate concepts in science.

Finding such connections between science and fiction can, Rhona believes, help enhance the learning of students from all disciplines. “One measure of success after university is a graduate’s ability to translate knowledge and competencies gained in school to the world beyond academia,” she says. “Yet prevailing structures of higher education are not necessarily conducive to this. The fi-sci project aims to break down disciplinary silos and better equip students for the world beyond the campus, using the instrument of fictionality.”

Dr Rhona Trauvitch

Science & Fiction Lab, Florida International University, USA

Fields of research: Narratology; interdisciplinary analogical reasoning; STEM education

Research project: Leveraging the rhetorical power of fiction to make STEM more accessible

Funders: This work is supported by the US National Science Foundation (NSF) under Award No. 2518840 and the National Endowment for the Humanities (NEH). Any opinions, findings, conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the NSF or NEH.

Website: scienceandfiction.fiu.edu

Portions of this article quote or paraphrase Fi-Sci: Avatars of Science in Fiction by Rhona Trauvitch, published November 2026 by The Ohio State University Press © 2026 The Ohio State University

Testing the impact of fi-sci

Having developed her fi-sci pattern mapping framework, Rhona is now leading a research project to explore the effectiveness of fi-sci as a teaching method, along with her colleagues Dr Tiberio Garza, Dr Bryan Dewsbury and Nicole Chlebek. FIU faculty participating in the project were paired across disciplines, each duo comprising one member who teaches fiction (including faculty in English, philosophy, history and law) and one who teaches STEM.

In each pair, the faculty shared the curricula of the courses they teach then looked for topics that are analogous across the disciplines. “The magic happened in these conversations,” enthuses Rhona. “As one person described a topic, the other thought about the topics they teach and considered whether they might have a similar form. These discussions always led to a moment when something clicked – the sign of an elegant interdisciplinary analogy.”

The pair then developed lesson plans for a ‘jigsaw module’ that linked their specialisations by way of fi-sci analogies. The first lesson introduces students to the analogy while the second shows them how it was generated through the fi-sci pattern mapping process.

Evaluating the effects of fi-sci on student learning

Rhona and her colleagues will now assess the impact of the fi-sci jigsaw modules by testing control and experimental groups of students before and after they take part in the fi-sci intervention. To do so, the participating faculty will begin by teaching a topic to all their students (without using fi-sci analogies). Students will then complete an assignment to introduce that topic to a friend who is not studying the course and to a fifth grader, and to make an analogy between any concept in STEM and any concept in fiction.

All students will then participate in a lesson giving an overview of analogies as thinking and learning tools. The experimental group of students will then participate in the two fi-sci pattern mapping lessons, learning the fi-sci analogy that links the topic they learnt in the initial lesson to a topic taught in their professor’s partner’s course, followed by learning how the analogy was generated. All students will then complete the same assignment again but in reverse order, making an analogy between any concept in STEM and any concept in fiction, then explaining the same topic to a friend who is not studying the course and to a fifth grader.

“We will evaluate whether learning about the power of analogies leads both groups to perform better in the second assignment and whether learning about fi-sci analogies and pattern mapping in particular increases the improvement of the experimental group,” explains Rhona. “We hypothesise that the experimental group’s improvement will surpass the control group’s improvement in terms of interdisciplinary perspective, critical thinking and subject matter communication.”

The jigsaw module library

The jigsaw modules developed during this project will be collated in a digital library for any FIU faculty to use and adapt for their own courses. “In the future, we plan to expand access to the library so the teaching materials are freely available to staff and students at any university,” says Rhona. “Any educator would be able to browse the digital catalogue to find a module built around an analogy that involves a topic they’re teaching, then they could use it in their own course, while adapting it to match their curriculum.”

Advice for educators

Common challenges for implementing fi-sci teaching

“The biggest hurdle I face when introducing the concept of fi-sci analogies is the confusion between the literal and the figurative,” says Rhona. “Initially, students come up with cases of fiction that feature science, such as genetic engineering or time dilation.” But these include the science itself, rather than narrative elements or manoeuvres that are analogous to the science concepts. The difference between literal and figurative manifestations of science within fiction is a key message to convey to your students.

One common challenge educators encounter when trying to incorporate fiction analogies in their STEM classes is simply a lack of time to fit fi-sci into an already-packed curriculum. “You might find it difficult to set aside time to show your students how a concept they have just covered is analogous to a concept in a different field,” says Rhona, who has three suggestions for how to overcome this. “If possible, you could shorten other lessons to create room for a fi-sci intervention. You could adopt a more condensed version of the fi-sci jigsaw model. Or you could move some of the instructional material online so it takes up less class time.”

While many students enjoy learning about how the subject they are studying manifests in a completely different discipline, another challenge you might face is students who do not see the value in making interdisciplinary connections. “Some STEM students may not recognise the relevance of fiction and will make comments like ‘I didn’t take a science course to read and discuss literature’,” says Rhona. If you encounter this, Rhona recommends emphasising the benefits of interdisciplinary fluency and demonstrating how a fi-sci approach can help students communicate their expertise to a non-specialist audience.

The benefits of fi-sci teaching and learning

“Through fi-sci pattern mapping, students gain exposure to concepts and methods they would have otherwise not encountered in the typical compartmentalised university structure,” says Rhona. “In doing so, they see their own subject in a new light, observe how it intersects with other fields and use it to increase their understanding of other subjects. This enables them to discover novel applications for their skills, which can translate into innovative job opportunities.”

And it is not only students who benefit from fi-sci teaching. “The process of developing fi-sci analogies has been greatly beneficial to the participating faculty,” says Rhona. “Several have told us how much they’ve enjoyed working with colleagues in other disciplines who they may never have met were it not for the fi-sci initiative.” Several faculty have also commented on the excitement of including such a creative approach in their classes.

Do you have a question for Rhona?
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.)

Discover how art can also help scientists:

futurumcareers.com/can-art-help-scientists-see-more-clearly

Catching an individual who has committed theft poses challenges, but forensics and CCTV make it easier for law enforcement to do so. However, pinning down complex, large-scale cases of fraud, money laundering or corruption can be very difficult, and charging an organisation with an economic crime can sometimes cause a whole cascade of negative effects on innocent parties. At the University of Ottawa in Canada, Dr Jennifer Quaid studies the law around economic crime and corruption, and how it can be best used to catch and charge those who manipulate systems illegally for financial gain.

For Jennifer, her work often feels like untangling a logic puzzle. “I enjoy the challenge of digging into the details of a legal problem to figure out how to apply a set of legal rules, and explaining this to others in straightforward ways,” she says. “These little nuggets help me see patterns or connections to other problems.” She also believes that it is important to strive for better laws and legal practices. “I believe that our role as researchers is to search for evidence to help make the world a better place,” she says. “It might be through small and incremental contributions, but I find being part of a bigger collective effort so rewarding.”

Pathway from school to criminal law

Jennifer says that reading comprehension and writing proficiency are essential, as is a strong knowledge of history, which provides the context for laws. She adds that speaking several languages is an asset, as is a strong capacity for critical thinking. At school, subjects that can develop these skills include law, English, history, political science, sociology and foreign languages.

At university, there are many law degrees and variants. Adjacent fields that can lead to a career in legal research include many social sciences, such as criminology, sociology, psychology and public policy.

Explore careers in criminal law

Jennifer emphasises that law is highly jurisdiction-specific, meaning that learning the legal landscape of one country may not be applicable to others – so it is important to think about where you want to work before you begin your studies and find appropriate resources to help your decision. For Canada, this page from Canadian Lawyer can help this process.

Jennifer’s work as a criminal law researcher often involves talking to the media and explaining the legal background and/or implications of well-known legal cases. Watch these interviews with Jennifer to gain an insight into the cases and issues work in her field can involve (the first two are in English and the third in French):

youtube.com/watch?v=SyWuflGwG8c

youtube.com/watch?v=iPRegg3qetg&t

youtube.com/watch?v=xiAJVRa6_B8

In this video, Jennifer discusses corporate criminal liability (in French and with English subtitles).

The Faculty of Law at the University of Ottawa runs the Jurivision project, which highlights the work of legal researchers and practitioners in Canada and around the world.

Meet Jennifer

© Mary Ellen Cavett

I was first drawn to law by the idea of ‘fighting the good fight’ in court. In high school, I liked debating and public speaking, which I thought meant I’d be good at law. The truth is much more nuanced as many lawyers never even go to court. Even those that do spend a lot more time preparing, reading, writing and thinking than they do in court.

I practised as a lawyer before I was a researcher. Oral communication and advocacy skills were essential, and not just in court. The work of a lawyer involves a lot of interaction with colleagues, clients and public officials. Working closely with clients was a highlight of my time in private practice.

I have had some extraordinary luck in my career. My research expertise has proven relevant to several significant events in Canada and the wider world, which has enabled me to contribute to important public policy debates.

My proudest moments are when I can help move discussions forward, to provide information and evidence to people who need it, and to encourage productive consensus. Some of these moments may not seem very remarkable in themselves – a radio interview, a classroom discussion or a published paper – but they always move the needle on understanding.

I have a big research project lined up. I will study the recent reform to Canadian competition law, exploring how its ambition can be translated into concrete action. In the longer term, I plan to write a textbook on corporate criminal liability in Canada. Economic crime will be a big part of that.

Jennifer’s top tips

1. Take time to find your place professionally. Careers are long, and there will be twists and turns that might surprise you.

2. All experiences, including mistakes and obstacles, are important opportunities to learn and grow.

3. Believe in yourself. Persistence and hard work will pay off – but remember that success is state of mind, not a moment.

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

Learn more about criminal law:

futurumcareers.com/what-causes-wrongful-prison-convictions