Learning - NYAS

The Last Strand

Winner of the Junior Academy Challenge – Fall 2024 “Upcycling & Waste Management”

Sponsored by Royal Swedish Academy of Engineering Sciences (IVA)

Published May 16, 2025

By Nicole Pope
Academy Education Contributor

Team members: Vedeesh B. (Team Lead) (India), Livia G. (Sweden), Muhammad Q. (New Jersey, United States), Syed R. (Florida, United States)

Mentor: Christine Yu (Hong Kong)

Our world’s growing waste problem is largely driven by the production and disposal of short-lived products, creating a “use-and-dispose” culture. The mass manufacturing of new products consumes significant resources such as raw materials, water, and energy while generating greenhouse gasses, chemical emissions, and other pollutants. Even when products are recycled, the costs remain high due to the energy and processes needed for collection, sorting, and recycling. As a Fall 2024 Innovation Challenge, students were tasked with designing a solution to reduce waste generation by encouraging long-term product use and taking into account product design, business model, and societal behaviors.

Two Overlooked Sources of Pollution

This international team of high-school students collaborated online to address two sources of waste and pollution that are often overlooked: human hair and chicken feathers. Through their research, the Junior Academy challenge participants discovered that every year, hair salons and barbershops worldwide discard 300,000 tons of human hair while the poultry industry generates four billion kilograms of feathers. When discarded in landfills, hair releases methane, a gas 25 times more potent than carbon dioxide, while incineration of these waste products directly contributes to greenhouse gas emissions and increases CO2 levels. Yet both these materials are rich in keratin and offer largely untapped resources.

The students’ solution, The Last Strand, focuses on the considerable potential for upcycling hair and feathers by turning the rich biological elements they contain into high-quality, bio-derived amino acids supplements. “With our mentor Christine’s help, I developed better research techniques and uncovered valuable studies, allowing me to contribute more effectively to the project,” says team lead Vedeesh, who says he also honed his leadership skills in the course of this challenge.“ This process also deepened my understanding of genetic modification and the structure of human hair, concepts that were entirely new to me before this experience.”

The Growing Demand for Dietary Supplements

The team initiative responds to the growing demand for dietary supplements, particularly Branched-Chain Amino Acids (BCCAs), which are beneficial not only for athletes but also people who suffer from a decreased immune system, digestive problems, and various other health issues. In addition, it supports a circular economy that simultaneously reduces waste and turns discarded materials into a valuable resource. “At the core of this whole project lies the extraction of keratinases from hair, which combines, in beautiful ways, the precision of science with the principles of sustainability, and weaves together a powerful story of innovation and resourcefulness,” says team member Muhammad. “Hair is not a life byproduct, but a strong and intricate structure fully packed with keratin, one of those proteins which have great industrial and biological applications.”

The students outlined a process that first involves the collection of protein-rich hair and feathers from hair salons and poultry farms, and cleaning them to remove oils, dirt, and other contaminants. The next steps entail the use of sodium sulfide and enzymatic hydrolysis to break down the keratin and convert it into amino acids. Advanced filtration techniques are then employed to purify and separate essential amino acids like leucine, isoleucine, and valine before drying them. The method identified by the students proved cost-effective, potentially reducing the production cost of amino acid supplements by 50% and setup costs by up to 90% compared to existing systems, while the resulting products could be sold between $25 and $75 per kilogram, therefore offering a competitive alternative to current production systems. In addition, the team members also found that their process generates valuable byproducts, such as lipids, which could also be sold to industries like soap manufacturing. This could further offset costs and enhance the project’s sustainability.

A Transformative Approach to a Global Waste Problem

“During this challenge and through our research I didn’t only learn about the technicalities of turning discarded hair into supplements, I also learned a lot about production costs, formulating a budget, and more,” says Livia. “I was also positively surprised by the receptiveness of the stakeholders in Florida. My fantastic teammate, Syed, was able to reach out to almost 15 hair salons in his local Florida and their impact was incredibly valuable to our project.” In addition, Syed reached out to 15 poultry farms in his state, who responded positively to the students’ project and declared their willingness to contribute to such an effort. Through these stakeholders, the project could collect approximately 30 tons of keratin waste monthly from local areas.

“From the initial brainstorming sessions to collaborating with teammates and our mentor, every step was a unique learning experience. I contributed by leveraging my background in (gene technology) CRISPR and gene editing to understand and refine the chemical and enzymatic processes for amino acid extraction,” says teammate Syed. “Engaging with stakeholders in Florida gave me a deeper appreciation for how science can drive real-world change. Most importantly, I’m proud of how we came together as a team to create something impactful, combining our strengths to address a critical global issue.”

The team members believe their solution could be fully implemented within five years. They are proud to have developed a project that promotes scientific innovation and sustainability. Their solution offers a transformative approach to a global waste problem that also contributes to human health and economic resilience.

Learn more about the Junior Academy.

Upgrading the Hydraulic System

Winner of the Junior Academy Challenge – Fall 2024 “Remediation in South Brooklyn”

Sponsored by The New York Academy of Sciences and Empire Wind 1

Published May 16, 2025

By Nicole Pope
Academy Education Contributor

Team members: Cameron A. (Team Lead) (New York, United States), Ohee S. (New York, United States), Cindy W. (New York, United States), Ankea C. (New York, United States), Ayten A. (New York, United States), Annika C. (New York, United States)

Mentor: Xiwei Huang (New York, United States)

As part of its climate strategy to reach a fully renewable electricity grid by 2040, New York City is turning to offshore wind energy. However, the development of offshore wind structures present environmental and community challenges, including construction noise, air pollution, and marine disruption. As a Fall 2024 Innovation Challenge, the Junior Academy offered its New York City based students the opportunity to tackle these problems by designing solutions to remediate the impacts of offshore wind development, focusing on land and water preparation.

This team, composed of six high school students from New York, won the Junior Academy challenge on Remediation in South Brooklyn with a project to upgrade the hydraulic systems in the South Brooklyn port area. The students considered that, as the South Brooklyn Marine Terminal undergoes reconstruction, effective stormwater management will be crucial to manage stormwater and prevent flooding, block debris and pollutants from reaching the water, and protect the surrounding environment.

Current Issues that Impact South Brooklyn’s Water Systems

Team members had lengthy discussions while selecting the problem they wanted to tackle and developing their solution. “Respect and inclusivity were a big part of our success. We found that discussing our differences and voting on decisions helped keep things fair and balanced,” explains Ayten, one of the team members. “This project also changed the way I approach challenges. It taught me to think like an engineer focusing on finding solutions instead of getting discouraged by obstacles.” The team explored the hypothesis that integrating a scaled-up version of advanced filtration technologies into the existing sewer infrastructure would significantly enhance the hydraulic system’s effectiveness.

“Through my research I have learned more about hydraulic systems and the current issues that impact South Brooklyn’s water systems. Hydraulic separators are a type of stormwater management system used to ensure fresh water enters bodies of water without pollutants, similar to the function of water filters,” explains teammate Cindy. “Brooklyn’s hydraulic systems are in need of an upgrade to ensure that the port can have a fully functional vessel transportation system. For this the waters must be clear of debris.”

Designing a Filtration System

Their project focused on designing a filtration system prototype on CAD Fusion 360 (Computer-Aided Design) and then using Computational Fluid Dynamics (CFD) to test the prototype. “This project has strengthened my belief in teamwork and the importance of improving New York City’s old infrastructure,” explains team member Ankea. “One of my favorite aspects of this project was the opportunity to improve my CAD skills. I already had basic knowledge of CAD software like Onshape and Fusion but this project allowed me to learn more about CAD, especially computational fluid dynamics, from my peers and I was able to apply these new skills to my personal projects.”

The students developed a dual hydraulic separator system, consisting of two connected units, to address the specific filtration challenges posed by the unpredictable weather conditions typical of New York City. The primary separator operates under normal conditions and provides basic filtration, while the secondary separator is larger and designed to handle heavy runoff water during storm events. A sensor-controlled gate between the two detects water flow and automatically opens when high pressure is detected. In emergencies, the gate can also be operated manually.

The team equipped the two separators with advanced filtration systems to remove sediments, oil, debris and other pollutants before they enter the water. When they tested their solution, the team discovered that a filtration system with multiple small holes was more efficient than one with a single large hole. Not only was it able to filter out more debris but it also allowed for a faster flow of water, which is crucial during extreme weather events. Their aim was also to improve efficiency and reduce the need for frequent system maintenance, therefore optimizing performance while also cutting costs.

Breaking Down Complex Problems

“One significant takeaway from this experience is that solving complicated problems requires dissecting them into more manageable, connected tasks,” explains Bronx-resident Ohee. “Even though we focused on hydraulic system optimization, our work was part of a larger plan to restore the port as a hub for trade and transit. A solution that strikes a balance between environmental and human interests was shaped in large part by important variables including marine habitats, the demands of the local people, and the system’s sustainability.”

During the intense period they spent working together, the team members acquired new skills and a better understanding of teamwork. They also developed a new perspective on urban challenges. Among the major insights team member Annika gained through this challenge was “the broader implications of water treatment systems like hydraulic separators. These technologies extend beyond simply cleaning water—they prevent chemical runoff, safeguard marine ecosystems, and contribute to sustainable urban development,” she said. “Addressing New York City’s history of environmental challenges with innovative solutions is vital for both the city’s residents and its ecological future.”

Team lead Cameron felt that collaborating with the other participants on this challenge would help him in the future. “Working with my team over the last few months has allowed me to look at things from a new, more creative angle,” he said. “Being able to work on this project has been such a unique experience. I feel better prepared for when I start doing real research.”

Learn more about the Junior Academy.

fAIrify – Reducing BIAS in AI Models

Winner of the Junior Academy Challenge – Fall 2024 “Ethical AI”

Sponsored by The New York Academy of Sciences

Published May 16, 2025

By Nicole Pope
Academy Education Contributor

Team members: Emma L. (Team Lead) (New Jersey, United States), Shubh J. (California, United States), Darren C. (New York, United States), Aradhana S. (Pennsylvania, United States), Shreshtha B. (Kuwait), Jemali D. (New York, United States)

Mentor: Abdul Rauf (Pakistan)

Artificial Intelligence (AI) is evermore present in our lives and affects decision-making in government agencies, corporations, and small businesses. While the technology brings numerous opportunities to enhance productivity and pushes the boundaries of research, predictive AI models have been trained on data sets that contain historical data. As a result, they risk perpetuating and amplifying bias, putting groups who have traditionally been marginalized and underrepresented at a disadvantage.

Taking up the challenge of making AI more ethical and preventing the technology from harming vulnerable and underrepresented groups, this winning United States and Kuwait based team sought ways to identify and correct the inherent bias contained in large language models (LLM). “[The Ethical AI Innovation Challenge] helped me realize the true impact of bias in our society today, especially as predictive AI devices continue to expand their usage and importance,” acknowledged team lead Emma, from New Jersey. “As we transition into a future of increased AI utilization, it becomes all the more important that the AI being used is ethical and doesn’t place anyone at an unjustified disadvantage.”

The team conducted a thorough literature review and interviewed AI experts before devising their solution. In the course of their research, they came across real-life examples of the adverse effects of AI bias, such as an AI healthcare tool that recommended further treatment for white patients, but not for patients of color with the same ailments; a hiring model that contained gender bias, limiting opportunities for women; and a tool used to predict recidivism that incorrectly classified Black defendants as “high-risk” at nearly twice the rate it did for white defendants.

AI Bias

Team member Shreshthafrom Kuwait said she was aware of AI bias but “through each article I read, each interview I conducted, and each conversation I had with my teammates, my eyes opened to the topic further. This made me even keener on trying to find a solution to the issue.” She added that as the only team member who was based outside of the USA, “I ended up learning a lot from my teammates and their style of approaching a problem. We all may have had the same endpoint but we all had different routes in achieving our goal.”

The students came together regularly across time zones for intense working sessions to come up with a workable solution, with support from their mentor. “While working on this, I learned that my team shared one quality in common – that we are all committed to making a change,” explained teammate Shubh. “We had all unique skills, be it management, coding, design, etc., but we collaborated to form a sustainable solution that can be used by all.” In the end, the team decided to develop a customizable add-on tool that can be embedded in Google Sheets, a commonly used spreadsheet application.

The students wanted their tool, developed with Python programming, to provide cutting-edge bias detection while also being user friendly. “A key takeaway for me was realizing that addressing AI bias requires a balanced approach that combines technical fixes with ethical considerations—augmenting datasets while engaging directly with underrepresented groups,” stated New York-based teammate Darren, who initially researched and produced a survey while his teammates worked on an algorithm that could identify potential bias within a dataset.

More Ethical AI

The resulting add-on, which can be modified to fit any set of training data, utilizes complex statistical analysis to detect if AI training data is likely to be biased. The challenge participants also paired the add-on with an iOS app they created in UI/UX language and Swift, which gives users suggestions on how to customize the add-on for their specific data sets. The students were able to test their tool on a job applicant dataset provided by a company that chose to remain anonymous.

“By using an actual dataset from a company and analyzing it through our add-on, I was shocked to see that there could be gender bias if an AI model were trained on that dataset,” said team member Aradhana. “This experience highlighted how AI can continue societal discrimination against women.” The enterprising team members were able to refine and improve their solution further after conducting a survey and receiving feedback from 85 individuals from diverse backgrounds.

Members of the winning team believe addressing AI bias is critical to mitigate the risk of adverse impacts and build trust in the technology. They hope their solution will spearhead efforts to address bias on a larger scale and promote future, more ethical AI. Summing up, team member Jemali explained that the project “significantly deepened my insights into the implications of AI bias and the pivotal role that we, as innovators, play in ensuring technology benefits all individuals.”

Learn more about the Junior Academy.

Bringing Science to Life with Artificial Intelligence

NYC teachers are using artificial intelligence (AI) to transform STEM education. The New York Academy of Sciences (the Academy) is supporting this effort.

Published May 14, 2025

By Meghan Groome, PhD
Senior Vice President, Education

Image courtesy of shevchukandrey via stock.adobe.com.

Since 2012, The New York Academy of Sciences’ Scientist-in-Residence (SiR) program has paired STEM professionals with public school teachers across New York City to co-design and lead inquiry-based projects in the classroom. Created in partnership with the NYC Department of Education, the program brings authentic, hands-on science learning to students from grades 3 through 12.

For the 2024–2025 school year, SiR is serving 50 classrooms across the five boroughs as well as five classrooms in Elizabeth, New Jersey. The program engages a diverse range of schools—80% Title I—and spans disciplines from biology and chemistry to physics and computer science. The teachers and their scientist partners are transforming the way science is taught and experienced, one classroom at a time.

This year, with support from pilot funding, the Academy launched a new initiative to explore how GenAI tools can elevate classroom projects. Through dedicated workshops, expert coaching, and a “sandbox” where educators can try out new tools, teachers began integrating AI into their existing projects, not for efficiency, but for enhancement. Rather than using AI to automate grading or lesson planning, teachers used it to elevate students’ engagement and understanding.

Tools and Trends from the AI in Classrooms Pilot

1. Elevation over Efficiency

Teachers are not turning to AI to save time—they’re using it to go deeper. By integrating AI into content-specific teaching, educators are enhancing students’ conceptual understanding and critical thinking. One physics class compared AI-generated simulations to actual physical laws, exploring both scientific accuracy and technological limitations.

2. Word of Mouth Matters

The most effective tool adoption happens through trusted networks. Our teacher working group acts as a grassroots recommendation engine. When a tool proves successful in one classroom, it’s shared, tested, and scaled by others.

3. Accessibility and Advocacy

Because many AI tools require approval at the school or district level, teachers are learning how to advocate for access. They share success stories and “tips and tricks” to help one another navigate approval processes—critical as federal AI-in-education guidance and local policies evolve.

4. Ethics as a First Filter

Teachers weigh tools through ethical lenses—considering intellectual property, bias in training data, and environmental impact—often mirroring their students’ own concerns. In the Academy’s high school programs, students consistently prioritize ethical considerations over convenience, a trend echoed by their teachers.

5. Data Analysis is a Gateway

Teachers working with large data sets—from air quality sensors to robot logs—are exploring AI-enabled data visualization tools like Tableau Public, PowerBI, and Google Colab (though the latter is difficult to use in-school). Even simple tools like Google Sheets + Explore are making an impact.

6. Image Analysis Expands Possibilities

From observing plant growth to studying telescope images, teachers are excited by how AI can quantify what once required hours of manual observation. Tools like NASA’s public image analysis platforms, QuPath, and Phyphox are transforming how visual data supports experimentation.

As the Scientist-in-Residence program evolves, it’s clear that NYC teachers are not just ready for the future of education—they’re building it. By fostering innovation, collaboration, and ethical engagement with AI, they’re giving their students the tools—and the inspiration—to become the next generation of scientific leaders.

Learn more about the Academy’s Scientist-in-Residence program.

Recognizing the STEM Teacher and Mentor of the Year

This year’s award-winning teacher-mentor duo has been inspiring young minds and promoting STEM education for three years. They were recently honored by The New York Academy of Sciences for their work.

Published April 30, 2025

By Brooke Elliott
Education Communications Intern

Megan C. Henriquez (left) and Brittany Beck pose with their awards during the Spring Soirée hosted at the University Club of New York on April 22, 2025.

The New York Academy of Sciences’ (the Academy’s) Scientist-in-Residence (SiR) program was proud to announce this year’s STEM Teacher of the Year: Brittany Beck, biology teacher at the High School of Telecommunication Arts and Technology; and Mentor of the Year: Megan C. Henriquez, who just defended her PhD in biological anthropology at the CUNY Graduate Center in April and will graduate in June.

A Queens native, Henriquez’s interest in STEM began when she was a kid. She remembers coming home from school and watching wildlife documentaries. “Those shows made studying wildlife seem so exciting and foreign, and yet so out of reach for a city kid like me” she recalled. “But through a network of mentorship and opportunity, I ended up becoming a wildlife ecologist doing field work in some of the most remote parts of the world.”

Brittany Beck grew up in rural Missouri. She completed her undergraduate degree in biology and her master’s in science education at Truman State University in Missouri. She has been teaching biology in NYC public schools for 14 years, with 13 of those years at the High School of Telecommunication Arts and Technology. Additionally, she serves as Coordinator of Student Activities, running the Student Government, managing over 30 clubs, and overseeing school events.

This is Beck’s fourth year as a teacher in the SiR program, working with scientists and building novel research projects with her students. Henriquez started working with the program about three years ago as a way to provide students with the same experiences and opportunities that inspired her interest in STEM in her youth.

Engaging Young Minds

Beck considers herself both a scientist and a teacher. Before joining the Scientist-in-Residence program, she was a national Evolution Education fellow in a program where she developed live organism research experiments for her classes alongside scientists at the University of Virginia and the Mountain Lake Biological Station. During that program, she developed a protocol in which students spend a year caring for mealworms, pupae, and darkling beetles in different treatments of Styrofoam to see how these treatments affect their growth and development. When the formal evolution education program ended, she continued this important work with students through the Academy’s SiR program.

Brittany Beck poses with Nick Dirks, President and CEO of The New York Academy of Sciences, during the Spring Soirée hosted at the University Club of New York on April 22, 2025.

What makes Beck and Henriquez such a good team? Trust in not just each other, but in their students. The pair has always let students pick and develop their projects, come up with their research questions, design their experiments, collect data, and decide how they organize and visualize on their own. At times, this may also mean allowing them to learn from mistakes.

The “ABC+M Pedagogical” Model

In terms of teaching technique, Beck often cites the “ABC+M” pedagogical model, which was developed by Rhonda Bondie and Akane Zusho. It requires that all lessons should include an opportunity for student Autonomy and choice. Teachers should build classroom environments where students know they Belong. They should provide opportunities for students to build their Competence, and that all lessons should be Meaningful to students. The work that Beck and Henriquez do with their students exemplifies this thinking.

Henriquez began her work as a mentor for the Academy as a way to pay back the early help and inspiration she received from mentors. Her first experience doing any sort of field work or experimentation was in her high school AP biology class, which makes it all the more meaningful that she gets to work with Beck’s Advanced Placement (AP) Biology class.

This made such a lasting impression that she ended up pursuing a career in biology. “If I could inspire at least one other student to pursue a career in STEM by providing them with the opportunity to see themselves as creative, serious, and legitimate researchers, I feel as though I would have done my part,” she said, adding she feels her work with students makes her own research both more meaningful and impactful.

“I think it’s one thing to read about the scientific method in a textbook, and it’s a completely enhanced experience to go through the process yourself. To develop your research questions, learn about your study system, try something out, revise and draw conclusions,” said Henriquez. “It works a part of your brain that so many people don’t get the opportunity to access.”

Inspiration

Megan C. Henriquez poses with Nick Dirks, President and CEO of The New York Academy of Sciences, during the Spring Soirée hosted at the University Club of New York on April 22, 2025.

Henriquez, who defended her PhD dissertation earlier in the month, feels the characteristics of a good mentor center around excitement and compassion. “No one is doing this for pay, so if you’re not going in excited about your work and what you’re going to share with your students, they’re going to sense that and not be excited either,” she said. She also loves providing interested students with additional opportunities. If a student is particularly interested in ecology fieldwork, she might find a program at the Bronx Zoo or the Junior Academy to keep the student engaged.

“Watching our SiR students make those connections and learn through experience has been one of the most rewarding parts of this program,” she continued, “Having students run up to us and say things like, ‘Look at what happened!’, ‘Look at how much our organisms have grown!’, ‘Our results are refuting or supporting our hypotheses!’ is just so exciting. Seeing them experience new things, overcome challenges, and grow confident in their skills and their problem-solving abilities has been amazing and so rewarding.”

Improvisation

Being able to improvise is another important skill for the mentor and teacher team. “A memory that sticks out is how, during Megan’s and my second year, we had collected water from a local pond and were unsure if we would be able to keep the microorganisms within the water alive. We not only kept them alive, but we also discovered a colony of snail eggs had hatched and grew and which our students then did microplastics experiments on,” Beck recalls.

“There hasn’t been one visit where we haven’t laughed together or enthusiastically yelled about the progress of a group’s experimental organisms. The sea monkeys, the pitcher plants, the butterflies, and especially the snails. We like to challenge ourselves as well as the students, and each year we add a level of complexity to the experimental process,” Beck added.

A snail students raised in 2023-2024, with green microplastics seen in the distance.

A Celebration of Hard Work

Beck feels the Scientist-in-Residence program has strengthened her students’ scientific identity, and graduates have told her they have notably more experience in lab skills than their peers in college, especially in designing laboratory protocols. “My students love it when Megan comes in, and they have a deep sense of ownership over their experimental ‘babies,’ whether they are plants, microorganisms, or bugs,” Beck said.

The duo were formally honored for their hard work during the Academy’s Spring Soirée which took place at the University Club of New York on April 22. When she heard she was named Mentor of the Year, Henriquez said she was in disbelief. From “early mornings jumping fences to get pond water to late nights setting up pitfall traps to catch bugs,” Henriquez feels good that her hard work is acknowledged.

Likewise, when Beck heard the news, she was at the National Science Teachers Association national conference in Philadelphia. “I whooped out loud in the busy exhibit hall and immediately called Megan, and we got to celebrate together,” she said with a laugh.

Learn more about the Academy’s Scientist- in-Residence program.

The Junior Academy’s Impact on an Aspiring Engineer

Ruhi Samudra is a high school senior in Irvine, California. She was involved in the Junior Academy, igniting her passion for environmental science and inspiring her to start her science website, Bubbles & Beakers. She is starting at UC Berkeley this fall as a Bioengineering Major.

Published April 25, 2025

By Brooke Elliott
Education Communications Intern

Ruhi Samudra

Ruhi Samudra’s interest in STEM first began in eighth grade when she took part in her middle school’s Science Olympiad. Samudra tried out for the team and competed in the five main categories: Reach for the Stars, Water Quality, Dynamic Planet, Meteorology, and Rocks and Minerals. The events focused on environmental science, and though this wasn’t her initial interest, she and her team did well–advancing to regionals and placing second at nationals. “This (experience) gave me the motivation and encouragement to engage in science out of pure interest, way above the standard that was being taught in school,” Samudra said in reflection.

The Junior Academy

After her Science Olympiad season ended, Samudra learned about The New York Academy of Science’s Junior Academy. “It was a way for me to take what I learned at Science Olympiad to a larger and more research-oriented level,” she said.

Samudra knew science opportunities for high school underclassmen were relatively limited. She also had the misconception that most professional scientists are not willing to take a risk and work with high school students on a project. Being a member of the Junior Academy provided access to a global network of professionals and like-minded students around the world, jumpstarting her career. As part of the Academy, Samudra participated in The Flexible Use of Electricity, the Restoration of Aquatic Ecosystems, and Exploring the Extremes Challenge. Out of everything she did, the aquatic ecosystems challenge was her favorite because it fit well with what she had learned during the Science Olympiad program.

Mentors-Peer and Professional

As a participant in the Junior Academy, Samudra met like-minded peers from all over the world representing a disparate population of cultures and beliefs. This made for thought-provoking video calls and learning about new ways to approach science. She looked up to the upperclassmen of her cohort, “They really guided me because I was new to the research process, and they made sure everyone’s ideas were heard,” she said.

Samudra’s virtual colleagues provided practical direction on how to run a research project, as well as high school life in general. Hearing advice from students only a couple of years older than herself, but already years ahead on their science research journeys, provided both inspiration and encouragement.

The professional mentors at the Academy helped Samudra in a different way. From her perspective, what makes a good mentor is the ability to encourage students to question what they think they know. Considering all ramifications and considerations of a potential project is an important skill that she took with her throughout high school. “You have to struggle with the idea of trying to find something that you may think is perfect, but knowing that nothing is ever really a perfect pitch,” she explained.

Bubbles & Beakers

All of this led her to start her own scientific website: Bubbles & Beakers. With an interest in advocacy and communications, Samudra learned how to write, interview, and produce videos about science. This passion project quickly grew. “I write when I feel inspired or excited by something in the scientific community. I know I want to continue this path of scientific journalism when I’m in college.” Whether it’s writing for the Berkeley Engineering Magazine or the Daily Californian, she plans to incorporate her passion for writing in her college life.

“The Junior Academy really showed me the process of creating a methodology, research questions, testing it, and analyzing the results. I took that with me for all the other conferences and research I’ve done since,” she said.

To jump-start her career path in scientific journalism, Samudra serves as co-editor-in-chief of her high school newspaper and president of the Model UN and the Biomedical Engineering Society. A lover of the outdoors, she frequently hikes, swims, and bikes.

The Junior Academy is now accepting applications for Fall 2025. Apply today!

Chat with Experts featuring Yaihara Fortis Santiago, PhD

June 26, 2025 | 1:00 – 2:00 PM ET

Are you interested in building a career in STEM? Join The New York Academy of Sciences for an exciting monthly online event series designed to explore the vast opportunities within STEM fields. This series offers unique access to experts across industries.

Each session features guest speakers from distinguished organizations, including Noven Pharmaceuticals, Pfizer, and more. Gain invaluable insights into their career journeys, the roles they hold today, and the innovative work they do.

Engage in live Q&A sessions to ask questions that will help shape your own career path. Whether actively pursuing a STEM career or simply exploring possibilities, this event series provides the tools and knowledge you need to succeed.

This series is open to all, regardless of age or background, and is the perfect opportunity to network and learn. Don’t miss your chance to connect with leading STEM professionals and take the next step in your career journey!

This is the seventh session in the Chat with Experts series, and it will feature Yaihara Fortis Santiago, PhD, Director, Pipeline Training Programs, Sloan Kettering Institute. Explore the full lineup of events in the series.

Speaker

Yaihara Fortis Santiago, PhD

Dr. Fortis Santiago holds a bachelor’s degree in Biology from the University of Puerto Rico at Río Piedras and a PhD in Neuroscience from Brandeis University. Upon graduating with her PhD, she joined the National Science Foundation (NSF) as an AAAS Science and Technology Policy Fellow. In 2014, she joined the New York Academy of Sciences, where she created the first leadership program for STEM graduate students: the Science Alliance Leadership Training. And in 2017, she joined Memorial Sloan Kettering Cancer Center (MSK) to lead the postdoctoral office. More recently, in 2025 she expanded her portfolio to oversee MSK’s scientific Pipeline Training Programs. She is also a doctoral scholar of the Leadership Alliance, and a former fellow of the 92Y Women inPower fellowship.

Pricing

Member: Free

Nonmember: $10.00

The Lasting Impact of the Junior Academy

Rebecca Zolotor, PharmD, currently serves as dean and vice president for the School of Health Sciences at Purdue Global. Her passion for public health can be traced back to her time at the Junior Academy more than 30 years ago.

Published April 16, 2025

By Brooke Elliott
Education Communications Intern

Rebecca Zolotor gives a presentation as a member of the Junior Academy in 1992.

Dr. Rebecca Zolotor’s passion for science was ignited in ninth grade when she read The Double Helix by James D. Watson, his account of the discovery of DNA’s structure. This piqued an interest that led her to join The New York Academy of Science’s Junior Academy. There she was partnered with David Crandell, PhD, a researcher within the cardiovascular division of Lederle Labs.

Under the guidance of Dr. Crandall she quickly discovered a deep interest in research. At just 18 years old, she was included as a co-author on publications from her time working at Lederle Labs. Dr. Crandall also connected Rebecca to his mentor, the late Mario DiGirolamo, MD, a professor and researcher in the medical school, who was conducting research at Emory University. That connection was instrumental in her decision to attend Emory, where she continued to assist with research. “Their support allowed me to ask questions, make mistakes, and learn through observation and hands-on experience, shaping my growth and confidence in those formative years,” she said in reflection.

Applying Individual Skills to Team Success

Dr. Zolotor then worked under Keith Smith, EdD, for 15 years, who showed her how to combine diverse individual strengths to build a strong, cohesive team. He emphasized the importance of having a clear mission, where everyone understands how their contributions help drive the team’s success. “His guidance had a lasting impact on my professional growth and leadership approach,” she said.

The passion for science of the mentors and participants of the Junior Academy left a lasting impression on Dr. Zolotor. “I remember attending sessions at the beautiful building on 2 East 63rd Street (the home of the Academy from 1949 to 2006), surrounded by others who were just as eager to learn and make a difference,” said Dr. Zolotor, adding that it was “incredibly inspiring to be in that environment.”

Working Across the Globe

Dr. Zolotor’s time at the Junior Academy sparked a domino effect in her career. Her early experience with cardiovascular research opened her eyes to the critical role nutrition plays in overall health and quality of life, which inspired her to pursue an MS in nutritional science. This led to a post-graduate opportunity at the Australian Institute of Sport (AIS), where she co-led initiatives, including nutrition talks, supermarket tours, and cooking nights. From there, new opportunities led her to New Zealand, then Mexico, where she taught science courses at a university.

Rebecca Zolotor (seated, center) poses with her lab mates and Dr. David Crandell in the Lederle Lab in 1991.

Dr. Zolotor’s earliest research stayed with her throughout these experiences. When she returned to the U.S., she worked at the Miami Veterans Administration Hospital, managing a clinical trial focused on diabetes while earning her doctorate in pharmacy. As a pharmacist, she advanced her career in leadership roles in pharmacy management, where she gained valuable skills in team building, operations, and strategic leadership. Still, she was seeking a role where she could make a broader impact, prompting her return to academia.

A Passion for Education and Online Learning

As dean and vice president of the School of Health Sciences at Purdue Global, Purdue University’s online university for working adults, she helps students develop the knowledge and skills needed to make meaningful contributions to diverse communities.

Her commitment to scale and using technology to reach more learners aligns with her current role at Purdue Global. Their work, especially with veterans and military leaders resonated with her work on clinical trials at the VA hospital.

Career Advice from Dr. Zolotor

“Whether pursuing research, teaching, or administration, the most impactful careers are shaped by a willingness to explore new ideas, adapt to change, and learn from every experience, even ones that do not turn out as you might have desired,” said Dr. Zolotor. “Ground yourself in empathy, good communication skills, and a clear sense of purpose.”

Some of Dr. Zolotor’s career-defining moments came from people who believed in her while challenging her, which she says helped her grow. Though her initial career goals of being a researcher for a pharmaceutical company did not go as expected, she feels grateful for the many opportunities that have come her way. She advises others to remain open to possibilities even if they do not directly align with their original plan. “There was no online education when I started out, so I never could have imagined my current career. But my path has led me to incredibly meaningful work,” she said.

Outside of STEM, Dr. Zolotor enjoys staying active, whether it be working out or spending time outdoors. A native of Brooklyn, NY, she also loves cooking and baking bread and has recently begun creating a cookbook with her children’s favorite recipes, exploring food plating and food photography.

Dr. Zolotor’s experience exemplifies the value of the Junior Academy. The connections and experiences made through the Junior Academy continue today.

The Junior Academy is now accepting applications for Fall 2025. Apply today!

Spring Speed Networking

May 14, 2025 | 6:00 PM – 8:00 PM ET | In-Person Event

115 Broadway, 8th Floor, New York, NY 10006

Are you looking to expand your network and forge meaningful connections with other STEM professionals? Join The New York Academy of Sciences for a dynamic evening at our upcoming Spring Speed Networking Event! Meet multiple professionals across STEM fields through a structured networking activity, followed by open mingling with complimentary refreshments. Whether you are a seasoned professional, student, a startup founder, or just looking to meet new people, this event offers a perfect opportunity to connect with a variety of like-minded STEM professionals in a structured, time-efficient format. Space is limited. Register today and take the opportunity to expand your network!

Please ensure you have access to a smart device (e.g., phone, tablet, or laptop) with internet connectivity during the event to participate in live interactive polls and Q&A sessions.

Pricing

Member: Free

Nonmember: $10.00

From the Dance Floor to the Neurobiology Lab

Constantina Theofanopoulou, PhD, a leading researcher in neurobiology is an accomplished flamenco dancer. She’s also a mentor for The New York Academy of Sciences.

Published April 2, 2025

By Brooke Elliott
Education Communication Intern

Image courtesy of constantinatheofanopoulou.com.

Constantina Theofanopoulou, PhD, is an accomplished neurobiologist who served as a mentor for The New York Academy of Sciences Afterschool STEM Program from 2019 to 2022. She taught biological concepts to elementary and middle school students in underserved communities across New York City, serving as a role model to young people interested in the sciences.

“The skills I gained–communication, adaptability, and inspiring curiosity–continue to shape my approach to mentoring and leading research teams today,” she said.

Her favorite part of working with young students? Their unfiltered curiosity. As they grow older, Prof. Theofanopoulou finds that adults often hesitate to ask questions out of fear of seeming naive. Children don’t have these reservations, and their relentless curiosity is both uplifting and a reminder of how essential it is to maintain an inquisitive spirit in science.

Witnessing “eureka” moments, whether it was understanding a challenging concept or successfully completing an experiment, is what made the Academy program so rewarding.

Greece, Genomics, and Greatness

Prof. Theofanopoulou grew up in Greece, and her early educational life was marked by incredible teachers across all disciplines. “I was equally thrilled to win the Kid Fairytale Prize at age seven and to represent my school in highly competitive national mathematics contests like the ‘Thales’ competition,” she said, adding that the prize was awarded by the major Greek publisher Minoas.

Captivated by the ‘mystery’ of language, she pursued linguistics for her undergraduate studies, feeling that this field stood somewhere in between the sciences and humanities. “I do believe that scientists clearly benefit from skills traditionally associated with the ‘humanities’, such as crafting clear scientific writing or developing persuasive grant proposals. Interdisciplinary abilities are essential in science and scientific leadership,” said Prof. Theofanopoulou.

After earning her PhD in Neuroscience of Langue from the University of Barcelona, she completed research stays at Duke University and Rockefeller University which earned her a “Universal PhD” title. She then pursued postdoctoral research at The Rockefeller University, with a focus on the neurobiology of speech and the genomics of social communication. She joined the faculty of CUNY Hunter College from 2022 to 2023 and now holds a position as a research assistant professor at The Rockefeller University.

Connecting Neurobiology and Dance

In addition to being an influential scientist, Prof. Theofanopoulou is also an accomplished flamenco dancer. In 2012, she was awarded first prize by the Spanish Dance Society and has been dancing since she was five years old.

It wasn’t until recently that Prof. Theofanopoulou realized she could combine her love of dance with her passion for science, using her insights into the neurobiology of dance to benefit her research in the neurobiology of speech. Because humans and select bird species (including parrots) are the only beings with advanced vocal learning abilities and clear rhythmic entrainment (dance), she hypothesized that there might be a shared neural pathway and evolutionary mechanisms underlying these two behaviors. She began exploring the two fields in tandem, integrating her choreography skills into experimental designs.

“My goal is not to inspire others to follow my exact path but rather to encourage them to identify what truly excites them and pursue it with passion and dedication,” she said.

Commitment to Diversity in Science

For Prof. Theofanopoulou, supporting underrepresented communities in science is an obvious and necessary cause. “It is profoundly unjust to exclude individuals from pursuing their passions based on identity. Scientifically, a narrow pipeline of voices can never produce the best ideas,” she said. As a woman in a male-dominated scientific field and an international scholar navigating multiple cultural and linguistic contexts, she has experienced many of the challenges that underrepresented groups face.

It’s clear that improving representation requires both a top-down and bottom-up approach, according to Prof. Theofanopoulou. Systemic support structures, such as targeted initiatives and mentorship programs like the Academy’s Afterschool STEM Program, foster inclusive lab cultures through everyday actions. It’s through this mentorship that Prof. Theofanopoulou works to improve the community for the generations of young scientists she inspires.

Learn more about the Academy’s educational initiatives and how you can become an impactful mentor just like Prof. Theofanopoulou.

Prof. Theofanopoulou will give a short lecture and showcase her flamenco dance skills during the “Rhythms of Exchange: the Latin American Influences on Flamenco Arts” event on April 15 at The Rockefeller University, 1230 York Ave, 10065, New York, NY. This free event begins at 5 p.m. and is open to the public. RSVP today if you want to attend!

Older posts