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The Junior Academy Symposium Sparks Creative Solutions to Modern Problems

Though separated by geography and Zoom screens, the desire to connect and create was on full display during the annual Virtual Student Symposia on Thursday, June 27th, 2025.

Published July 28, 2025

By Jennifer Atkinson
Program Administrator

The New York Academy of Sciences honored the hard work and innovation from members of The Junior Academy, totaling 3,372 students across the 2024-2025 Academic Year. The symposia focused on the winning teams’ proposed solutions for this year’s Innovation Challenges.

Comprised of students from across the world ages 13-17, The Junior Academy provides the opportunity to collaborate with their peers and think deeply about challenges that affect everyday life — regardless of where one lives. Teams select an Academy-trained global JA scientist mentor to guide their work as students worked across time zones to collect data, conduct surveys, and dive into research. Students follow the initiative to frame global solutions that also consider participants’ personal experience and perspectives. This program not only fosters diversity through connecting young people from different countries and cultural backgrounds but also allows students to really think outside the box when it comes to tackling these challenges that impact their communities.

“We ask the questions, but students create the answers,” said Kaitlin Green, Senior Program Manager for Education. “There are no limits on how creative students can be. They are not afraid to present their biggest ideas.”

Student projects were judged on their overall presentation abilities, scientific quality, innovation and design thinking, sustainability, potential, and collaboration. The research that the teams conducted was completely original. Out of hundreds of projects submitted, one team per innovation challenge was declared a winner.

The Winning Ideas:

The winning teams worked with a communication coach to craft their challenge solution presentations, honing another significant aspect of the scientific process: communicating their science and their final presentations effectively. The end results were a five-minute final presentation that included their original research, creative visuals, and collected data to illustrate their ideas.

Fall 2024 Innovation Challenges:

Team: The Last Strand

For the Upcycling and Waste Management challenge, students were asked to design a comprehensive solution to waste management at a scale that makes a measurable impact. The four-person team of The Last Strand, comprised of students from India, Sweden, and the United States, developed a process for breaking down extraneous hair and chicken feathers from salons and farms to develop amino acid supplements. They intend to use these for athletes, body builders, or people suffering from health issues such as liver or kidney disease. This solution not only proposes a way to reduce the landfill waste from hair and feathers but also uses sustainability practices to preserve human health.

Team: Reducing BIAS in AI models: fAIrify

The Innovation Challenge Ethical AI, tasked students to develop a technical solution to address one specific issue that AI poses. The fAIrify team, comprised of six students from the United States and Kuwait, proposed creating a customizable add-on that can be embedded into an online spreadsheet application. The intent of this add-on is to use it as an analytical tool to root out bias in training data for predictive AI models. It contains four aspects to analyze data: statistical analysis, reporting, flexible options for quantitative and qualitative data, and hierarchical data dissection. The team’s solution brings to the table a key implementation in any sector where AI is used in making decisions, for example, the hiring process, to avoid bias or discrimination. 

Team: Upgrading the Hydraulic System

The Remediation in South Brooklyn challenge brought the focus locally, challenging students to design solutions that remediate the building of offshore wind renewable energy infrastructure in New York City, focusing on land and water preparation. The six-student team, comprised of students from the New York City metropolitan area, came up with an idea for upgrading the hydraulic system infrastructure in the South Brooklyn Marine Terminal for efficient storm water management. Their design, a dual-hydraulic separator system, consisted of two separator units and a sensor-controlled gate that detects water flow and operates in accordance with high water pressure. This solution would help prevent problems such as sewer overflows, flooding, and debris in the current water system.

Spring 2025 Innovation Challenges:

Team: Living in Extreme Heat (TAIU)

The Innovation Challenge, Living in the Extremes asked students to propose a comprehensive solution to sustain life in one “extreme environment.” The winning team for this challenge, comprised of five students from the United States, India, and Egypt, presented a solution for a “climate-ready community housing model” for extreme heat environments called TAIU (Technology, Architecture, Infrastructure, Urbanization). Individual TAIU houses are built with materials or mechanisms that actively resist heat and encourage cooling, notably the design of seven-layer walls and naturally ventilated interiors. Their solution also includes a center to provide goods and services to the community, as well as an app to control settings in individual homes.

Team: Eco-twisters

In the Air-Quality and Health Innovation Challenge, students were asked to design a technical solution to address a key source of pollution. Team Eco-twisters, comprised of 6 students from the United States, Egypt, and Saudi Arabia, presented the idea of using a carbon-based air filter to combat the effects of VOCS (Volatile Organic Compounds) – gases that are commonly emitted from human-made products and cause harm to human health. Their solution primarily seeks to aid women, children, and kitchen workers, who are exposed at a higher rate to VOCs.

Each winning team presentation was followed by a Q&A session, which allowed both fellow students and program facilitators to ask teams to elaborate on their projects. Winning teams received an educational prize package.  

Distinguished guest speakers joined in celebrating student achievements by sharing insightful and encouraging remarks at the symposia, including:

  • Christina Symons, Ph.D.
    Strategic Partnerships and Communications, Lyda Hill Philanthropies’ IF/THEN® Initiative
  • Carol O’Donnell, Ed. D.
    Douglas M. Lapp and Anne B. Keiser Director, Smithsonian Science Education Center
  • Elizabeth McMullen
    Public Relations Program Manager, Organic Valley
  • Maggie Johnson, Ph.D.
    Assistant Professor of Marine Science at King Abdullah University of Science and Technology (KAUST)

Heading into Fall 2025:

The Junior Academy community is already excited for the Fall 2025 suite of Innovation Challenges that will begin in September. The Education Department and the Virtual Programs team are committed to another year of encouraging students to be diverse and creative problem-solvers.

“The Junior Academy is such an innovative place where students can come together from across the globe and engage with their peers. When you approach a problem or an obstacle with people who are different from you, you realize you have more commonalities than differences,” Green continued. “The issues you are facing locally might be similar to those who are halfway across the world.”

Though the 2024-2025 year has come to an end, the new academic year will bring more opportunities for students to dive in firsthand and learn how working together leads to incredible outcomes.

Learn more about Learning opportunities at the Academy.

Talk STEM to Me: How to Foster Inclusive Science Communication

August 12, 2025 | 2:00 PM – 3:30 PM ET | Hybrid Event

Pier 57, Daffodil and Seahorse Classrooms, 25 11th Ave, New York, NY 10011

Science is for everyone—but is it always communicated that way?

Science communication is broadly defined as the practice of sharing scientific knowledge, methods, and findings with audiences not directly tied to the scientific community, such as the general public. Inclusive science communication goes a step further, ensuring that scientific information is shared in ways that are accessible, relevant, and respectful to people of all backgrounds, identities, abilities, and communities.

When science is communicated in a way that is accessible and relevant to all, it empowers communities, builds trust, and invites a wider range of voices into scientific conversations and ultimately STEM careers. In a world facing global challenges like climate change, public health crises, and technological shifts, it is vital that no one is left out of the dialogue.

Join The New York Academy of Sciences and Hudson River Park Trust for a dynamic discussion exploring how to leverage your lived experiences to effectively and inclusively communicate STEM knowledge. Engage with the panel of speakers and explore how communicating science can help dismantle barriers and foster a more informed and connected society.

This event is targeted toward high school and college students interested in STEM careers, but is open to anyone seeking to improve their science communication skills and learn from experts. Attendance is free for everyone.

Immediately following our panel discussion, in-person attendees are invited to join a networking session, where they can enjoy light snacks and connect with the speakers and fellow audience members in a friendly and open atmosphere.

Speakers

Sayeeda Chowdhury
Sayeeda Chowdhury, MD, MPH

Family Medicine Resident, The Institute for Family Health

Dr. Sayeeda Chowdhury (she/her) is a family medicine physician who was born and raised in New York City and is now working to serve her city through primary care. She believes in health equity and reproductive justice and allows that to shape how she approaches her work and what she strives to do in her career. In her free time, she loves lifting weights and journaling.

Lydia Jennings
Lydia Jennings, PhD

Assistant Professor of Environmental Studies, Dartmouth University

Dr. Lydia Jennings (she/her) is an environmental soil scientist and citizen of the Pascua Yaqui Tribe (Yoeme) and Huichol (Wixáritari). Lydia completed her Ph.D. at the University of Arizona in the Department of Environmental Sciences, with a minor in American Indian Policy. Her research interests are in soil health, environmental data stewardship and science communication. She is passionate about connecting her scholarship to outdoor spaces through running and increasing representation in outdoor recreation, and has been recognized as a “trail runner changing the world” by REI Co-op.

Neha Savant
Neha Savant, MA

Wildlife and Fisheries Ecologist, NYC Department of Parks and Recreation

Neha Savant (she/her) is a Wildlife and Fisheries Ecologist with NYC Parks’ Natural Resources Group. She conducts research and monitoring to protect, care for, advocate for, and maintain wildlife populations taking refuge in NYC Parkland. She also works to build agency infrastructure to better engage with the city’s diverse human communities. Neha earned a bachelor’s in biology from Pomona College and a master’s in ecology, evolution, and conservation biology from Columbia University. She serves as a board member for Sadhana: Coalition of Progressive Hindus. In her free time, she enjoys writing, dancing, and live music.

Moderator

Lexcy Alexis
Lexcy Alexis

Public Health Sanitarian, NYC Department of Health and Mental Hygiene

Lexcy Alexis (she/her) was born and raised in Flatbush, Brooklyn by two courageous Grenadians and attended Brooklyn College for her B.S. in Earth and Environmental Sciences. Multiple visits to family in Grenada crafted her love for nature that eventually led her to this choice of study. Currently, she is pursuing her graduate degree in Environmental Engineering to continue her role in working towards providing safe drinking/recreational water for all. 

Sponsor

This event is presented in partnership with:

Pricing

All: Free

Reflections from Academy Member Prof. Mirza S. Baig

“Success is the sum of small efforts, repeated day in and day out. It comes from genuine hard work, patience, and above all, integrity.”

Published July 2, 2025

By Mirza S. Baig, PhD
Academy Contributor

Mirza S. Baig

Nearly a decade ago, I had the honour of being featured in the #IAmNYAS series by The New York Academy of Sciences (the Academy). Looking back, my journey as an immunologist and Academy member has been shaped by perseverance, sincere effort, and a deep commitment to advancing human health. I am currently serving as a professor at one of India’s premier institutions, the Indian Institute of Technology Indore, and I feel truly grateful that my teamwork has received global recognition.

I draw my earliest inspiration from my father; a civil engineer whose dedication and values continue to guide me in my journey as a scientist and mentor. Whatever I have been able to achieve has come from following some basic mantras—and I share them in the hope that they might help others on their own paths.

I’ve always drawn inspiration from many people. Whenever I see work that truly impacts human health—even if it brings us just one step closer—I feel motivated to do more.

After earning my Ph.D. from the Central Drug Research Institute, Lucknow in 2008, I pursued postdoctoral fellowships at the University of Illinois at Chicago and the Mayo Clinic in Rochester, Minnesota. These formative experiences solidified my interest in translational immunology and cancer biology, which now form the core of my research efforts. The pathbreaking research published from my lab, landed up in high-impact journals such as the Journal of Experimental Medicine and Frontiers in Immunology. Our work in translational immunology, chronic inflammatory diseases, and cancer biology has been honoured with multiple prestigious national and international awards.

Success is the sum of small efforts, repeated day in and day out. It comes from genuine hard work, patience, and above all, integrity. There are no shortcuts in research—only the steady climb.

I admire the collaborative spirit in science, celebrating teamwork, shared success, and mentorship. Over the years, I have been invited to speak and collaborate with leading institutions around the world, including the University of Cambridge, the University of Oxford, and Harvard University.

Research is not a one-man show. It’s a team effort—from collaboration within the lab to partnerships across national and international laboratories. That’s when science becomes truly meaningful.

My lab has advanced the mechanistic understanding of chronic inflammation and cancer, identifying promising therapeutic targets for future interventions. We are actively engaged in anti-inflammatory drug discovery, with some drug candidates currently in advanced stages of development. These discoveries are deeply interconnected with our previous work, creating a strong foundation upon which our current research is built. Each new finding not only reflects continuity but also shapes the future direction of my scientific exploration.

Research is like untangling a knotted thread: success lies in finding the right starting point and steadily navigating through complexity with focus and patience.

Even outside the lab, science occupies my mind (and my heart).

It might sound excessive, but an exciting publication or a new idea can completely absorb me. On a lighter note, I enjoy traveling with my family.

I believe that when science is pursued with passion and purpose, it can positively impact lives—not only through research and discovery, but also through mentorship and service. As we look ahead, I sincerely hope that my journey may, in some small way, encourage and inspire the next generation of scientists, mentors, and changemakers within the global scientific community—not just through the past decade, but for many decades to come.

Learn how you can get involved with The New York Academy of Sciences’ impactful and inclusive science community!

Navigating Your Career Pivot: Opportunities in Science Nonprofits

A group of white arrows pointing upwards, with one red arrow angled diagonally toward the top right

October 9, 2025 | 6:00 PM – 8:00 PM ET | Hybrid Event

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

Science nonprofits stand at the forefront of shaping scientific advancement through impact investing, philanthropy, education, and advocacy, and an exciting array of career opportunities for scientists exist within these organizations. This workshop, presented by Brooke Grindlinger, PhD, Chief Scientific Officer of The New York Academy of Sciences, is intended to help early-career scientists (grad students, postdocs, faculty) transition to and learn about nonprofit roles. 

Through interactive sessions and case studies, participants will:

  • Gain knowledge about the kinds of science nonprofits and the types of roles available within these organizations
  • Delve into skills valued by nonprofits
  • Identify relevant skills already existing within their repertoire and determine strategies to fill skill gaps
  • Explore compensation trends within science nonprofits
  • Gain the tools needed to plan pathways for a lab-to-nonprofit transition and investigate long-term career paths within nonprofits

Attendees are strongly encouraged to join in-person at the Academy’s space on 115 Broadway, 8th Floor, New York, NY 10006 to take full advantage of the workshop. The program will also be offered live online.

Please note the event will begin promptly at 6:00PM.

Speaker

Headshot of Brooke Grindlinger
Dr. Brooke Grindlinger

Microbiologist Dr. Brooke Grindlinger serves as the Chief Scientific Officer at The New York Academy of Sciences. Committed to leveraging science for positive impact, she strategically guides the scientific facets of the Academy’s diverse program portfolio, spanning life, chemical, and physical sciences, as well as social sciences, nutrition, artificial intelligence, computer science, and sustainability. A sought-after expert speaker, Dr. Grindlinger has graced prestigious platforms such as the United Nations, South by Southwest, and the US National Institutes of Health. With a knack for addressing pivotal topics at the nexus of science and society, she contributes insights to podcasts and webinars and has written for esteemed publications including The Washington Post, International Business Times, and The Chronicle of Philanthropy. Formerly the Science Editor for The Journal of Clinical Investigation, Dr. Grindlinger’s impactful Academy leadership garnered her recognition as a “Most Notable in Nonprofits and Philanthropy” by Crain’s New York Business Magazine.

Pricing

Member: Free

Nonmember: $20.00

Putting the Spotlight on NYC Innovation

The New York Academy of Sciences’ Scientist-in-Residence Student Showcase is an opportunity to explore scientific innovations taking place in New York City.

Published June 25, 2025

By Jennifer Atkinson
Program Administrator

Photo by Nick Fetty/The New York Academy of Sciences.

Students of all ages buzzed about posters and 3D dioramas of every shape, size, and color. In the air was a sense of nostalgia, one that harkened back to school science fairs from our youth. Students dressed in costumes for their presentations, some looking like the stereotyped “mad scientist” in white lab coats and goggles. Others took a different approach, dressing to resemble their projects, with one student wearing a sleep mask with “Nap Queen” embroidered on it.

The Scientists-in-Residence program, created in cooperation with the New York City Department of Education, offers public school students in elementary through high school the chance to bring their scientific imaginations to life by matching them with a scientist from The New York Academy of Sciences’ (the Academy’s) distinguished roster of graduate students and STEM professionals. The scientist works with a partner teacher to devise a project for their school group to work on throughout the year, culminating in a showcase each May to present their findings.

This year’s showcase, which was held on May 29th and 30th, brought nearly four hundred students from 41 schools across NYC together to celebrate their scientific discoveries. Special guest speakers, all of whom shared powerful messages of encouragement and inspiration, included:

  • Seema Kumar, CEO of Cure and member of the Board of Governors at The New York Academy of Sciences
  • Rita Joseph, New York City Council Member
  • Roy Nachum, Co-Founder of Mercer Labs
  • Cindy Lawrence, Executive Director of MoMath
  • Magdia DeJesus, Director of Scientific Strategy and Business Operations, Pfizer
  • Will Lenihan, Curator, Brooklyn Botanic Garden
  • Susanna Ling, Senior Vice President Sponsorships, Partnerships and Industry Programs, Cure

Scientific Innovation Has No Bounds

Photo by Nick Fetty/The New York Academy of Sciences.

During the poster sessions, older and younger students engaged with each other by listening to their peers’ presentations, providing an opportunity for students to learn from one another, not just a teacher or a scientist. Each student was provided with a scavenger hunt sheet to take specific notes about other groups’ projects, many of which ranged in complexity and subject.

Some projects tackled intricate topics such as bacterial growth in fermented foods, growing crystals from DNA, planarian secrets on regeneration, the study of sleep, and the Urban Heat Island Effect. This also gave students a chance to better understand their own home, New York City—as several school groups studied subjects that directly impacted their lives as New Yorkers, such as how air pollution affects the pH of drinking water.

The engagement between schools and students of different age groups provided an ideal opportunity for students to learn something new about a subject they had already studied. On numerous occasions, different school groups chose the same project but approached their experiment using distinct methods. They were encouraged to think outside the box—showing that science and creativity go hand-in-hand, but also that one scientific question can have endless answers.

Learning Valuable Lessons

Mentor scientists and teachers also had their own roles to play. Scientists were tasked with teaching their students the rigorous steps of the scientific method, creating hypotheses and sourcing data through surveys, physical collection, or other means. Teachers worked alongside scientists to guide their classes throughout the year. At the showcase, they were given forms to provide feedback to their students about their presentation and public-speaking skills.

In tandem with their mentor scientists and teachers, students learned valuable lessons about how scientific field work is performed and later communicated to the public, thereby developing a well-rounded toolbox of skills to bring with them into their own future careers as scientists.

The students themselves were even able to teach both their peers and adults valuable life lessons. One student from Urban Charter High School for Advanced Math and Science described their project on social media and its effects on mental health: “We learned that while it’s so addictive…silencing notifications and using screen time apps helps to moderate social media use. It is crucial to learn how to manage pleasure without the addiction.”

Inclusion in STEM

Photo by Nick Fetty/The New York Academy of Sciences.

A big takeaway from this program is that younger generations are passionate about solving everyday problems and making the world a better place for all—and it shows in their hard work.

“One of the things I like most about the program is that students get a chance to know a real scientist—someone who is actively working or studying in a STEM field and isn’t just a name in a textbook or a figure on TV,” said Adrienne Umali, associate director of education for the Academy.

“As they get to know their scientist over the course of a school year, the students start to humanize what it means to be a scientist and in turn begin to build their own STEM identity. A key goal of our program is to foster the idea of belonging in the scientific world—there is no set criteria and you don’t have to look a certain way. Students start to see themselves as scientists, too,” Umali said.

The Scientist-in-Residence program provides the opportunity for scientific exploration and growth for teachers, scientists, and students alike. It serves as an inclusive space for anyone interested in STEM and shows that we are never too old or young to learn something new about our world.

Learn more about the Scientist-in-Residence Program. Applications for scientists and teachers interested in participating are open each Spring. 


More photos from the 2025 Scientist-in-Residence Student Showcase:

The Academy Goes to the Movies to Advance Science

The New York Academy of Sciences (the Academy) partnered with MacGillivray Freeman Films to bring science, technology, and the wonders of the human body to students around New York City.

Published May 28, 2025

By Jennifer Atkinson
Program Administrator

The movie poster for “Superhuman Body: World of Medical Marvels.”

Hundreds of eyes watched eagerly, shaded by 3D glasses, as simulated blood flowed through arteries, its race through the human body flying off screen. The students were transfixed, watching from each seat in a sold-out IMAX theater as “Superhuman Body: World of Medical Marvels” flashed before them. The screening was part of a series in a city-wide initiative occurring February through May, to connect school children with working scientists and to use the film to engage with STEM education.

Staff from the Academy’s Education and Operations teams travelled to the boroughs of Manhattan, Staten Island, Brooklyn, and the Bronx to facilitate screenings of the film. Mentor scientists, who are part of the Academy’s vast network of STEM mentorship programs, were present to discuss the film and encourage students to ask questions about the subject matter.

The film, produced by Academy Award-nominated filmmakers MacGillivray Freeman Films, covers innovations in medical science and biotechnologies and follows several stories about people who have faced serious illnesses such as cancer. Showcased in the film are the various technologies and treatments working in tandem with human biological processes. One narrative features a non-surgical procedure called TAVR where a person with heart disease is treated with an artificial heart valve replacement without invasive open-heart surgery. Also featured are a revolutionary T-Cell immunotherapy treatment utilized to re-engineer how the body fights leukemia, robotics used in medicine to help children with mobility issues, the life-changing benefits of cataract surgery, and bionic limbs or prosthetics that help amputees live life to the fullest.

Promoting Scientific Interest and Critical Thinking

Using a child-friendly perspective, the film allows young audiences to understand the depth and complicated implementation of the featured scientific research and technologies. It covers each story in digestible bursts while integrating the hard science and verbiage behind its subject matter – featuring key learnings through CGI depictions of biological processes, such as blood flowing through arteries or images of muscles and tendons.

This provides an invaluable learning tool for students of all ages to engage with material that promotes scientific interest and critical thinking. The film has also served as the first time some have encountered subject matter like blood in an educational and cinematic aspect, which has helped them to overcome their apprehensions of these subjects and instead, develop a curiosity or appreciation for them.

After each screening, scientists addressed the students and answered their questions in classic cinematic style, sitting in director’s chairs. In these question-and-answer sessions, students were fascinated by the content of the film and many of them asked questions specifically about cancer, its origins, and its impacts. Many students were also captivated by the type of work the mentor scientists do. At every screening, the question, “What inspired you to become a scientist?” was asked.

This gave the scientists the opportunity to reflect on their own passions for their work while instilling curiosity in the next generation. The scientists were also given questions to prompt the students and engage them with topics regarding the human body or even discussions about robots and if they would make a good friend.

 “Science is for everyone”

The event included a question-and-answer session with practicing scientists.

The scientists recalled their widely varied expertise in life sciences, ranging from cancer research and medicine, to marine biology, chemistry, and neuroscience, which complemented the content of the film. The whole experience provided a unique context and exposure to a variety of scientific mediums, providing students with inspiration for future careers in STEM.

“The students were so appreciative of the scientists spending time with them that some even asked for autographs,” said Lori Rick, Senior Director of Marketing and Communications at MacGillivray Freeman Films. “The arts and sciences have always complemented each other, and by pairing them together, can create highly experiential, impactful learning tools to impart inspiration and wisdom to the next generation of STEM change makers.”

At the last IMAX screening, one of the mentor scientists wore a shirt that featured the slogan in bubble letter text, “Science is for everyone.” Her partner mentor repeated this phrase as a rallying call to the students, until all were saying it in a cheerful chant. This effort with McGillivray Freeman Films, bringing Superhuman Body: World of Medical Marvels to students who otherwise may not have had access to this film, embodies that statement.

“It does not matter whether you are old, young, a Nobel-prize winner or a student with a passion; science impacts every aspect of our lives—from working in a research laboratory to watching the silver screen. Science brings about connection and a deeper understanding of ourselves,” said Meghan Groome, PhD, Senior Vice President of Education for the Academy. “Science is truly, for everyone.”

This screening program was offered by MacGillivray Freeman Films Educational Foundation and The New York Academy of Sciences and made possible by the generous support of Kenneth C. Griffin and Griffin Catalyst.

The Immeasurable Impact of an Effective Mentor

Eugene Mananga, PhD, a professor of physics and chemistry at the City University of New York (CUNY), recently received the prestigious Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring.

Published May 2, 2025

By Nick Fetty
Digital Content Manager

Eugene Mananga, PhD

When Professor Eugene Mananga, who is also a member of The New York Academy of Sciences (the Academy), got the news that he would receive this prestigious award, he admits he never even contemplated he could earn such an honor.

“It was astonishing and extremely impressive to have the value of my STEM mentoring be considered at the highest level,” he said.  “My life has been full of directions I never could have imagined.”

The Value of Education and Hard Work

Eugene Mananga’s life story began in the Central African nation of Cameroon. He was the youngest of eight children in a middle-class family. His mother was forced to abandon her educational journey in third grade (the highest level of education offered to girls at that time) while his father didn’t make it past elementary school. Despite these limitations, his parents instilled in him the value of education and hard work.

Prof. Mananga excelled in his math classes in elementary and high school. He also developed an interest in physics and had an appreciation for the work of early classic physicists like Isaac Newton. “At an early age, I found physics more real as it is concerned with all aspects of nature on both the macroscopic and submicroscopic levels compared to mathematics that I would say instead is a language of physics,” he said.

As an undergraduate at the University of Yaounde in his home country, he majored in physics with a minor in chemistry and went on to graduate in the top five percent of his class. He remained at the university to earn his MS in physics and a diploma of advanced studies (DEA) in physics, securing first rank and becoming one of the youngest students in Africa ever to earn a DEA in physics. Prof. Mananga was the first in his family to graduate from high school and from college.

“This unique opportunity brought pride to my family and a heavy sense of responsibility on my part,” he said in reflection.

Next, he pursued a doctorate in mechanics degree in theory of solitons at Yaounde, though he did not defend his thesis. Instead, he decided to attend a university in France (his first language is French) or the United States in order to achieve his career aspirations.

Coming to America

A family photo from back in Cameroon.

Prof. Mananga arrived in New York City in 1999. In the next six years he would earn an MA in physics from the City College of New York, as well as an MPhil and PhD, both in physics from the City University of New York’s (CUNY) Graduate Center. His doctoral research, advised by Steve Greenbaum, PhD, focused on condensed matter physics and materials science. This work led to the first report on the effect of high pressure on self-diffusion in a membrane. The report was impactful because it illustrates how the pressure dependence of self-diffusion coefficients can be a useful tool in characterizing molecular motion in fuel cell membranes, batteries, and energy storage–areas of deep importance to sustainability.

He then pursued a series of postdoctoral positions that took him from the U.S. National High Magnetic Field Laboratory and the French Alternative Energies and Atomic Energy Commission to Harvard Medical School and Massachusetts General Hospital. Once appointed to a joint assistant professorship with Bronx Community College and the CUNY Graduate Center, he made it a goal to get tenured as fast as possible.

“To the best of my knowledge, I am the first and only faculty member from the CUNY system who was promoted from associate professor to full professor in a one-year time period,” he said, adding that tenure now enables him to place more emphasis on mentoring and research.

In addition to his CUNY faculty appointments, Prof. Mananga is an adjunct professor of applied physics at New York University, a selected fellow at the KAVLI Institute for Theoretical Physics at the University of California Santa Barbara, and has received highly selective visiting faculty fellowships from the U.S. Department of Energy to mentor students and to conduct research at major US national laboratory such as Brookhaven National Laboratory, Argonne National Laboratory, and Lawrence Berkeley National Laboratory.

Impactful Research

Prof. Mananga’s research spans a range of topics in condensed matter physics, materials science, computational chemistry, and, to a lesser extent, nuclear medicine. His most recent research has involved controlling the spin dynamics in solid-state nuclear magnetic resonance (NMR) and using computational methods based on density functional theory (DFT) to characterize materials systems in zeolites, catalysts, fuel cells, batteries, and energy storage. He believes these areas are critical to sustainability.  His work utilizes a range of methods, from experimental solid-state NMR to theoretical chemical physics and spectroscopy to modern computational chemical science with high-performance computing.

Prof. Mananga teaching a recitation class at the City College of New York in 2001.

“I am best known for my work on the Floquet-Magnus expansion, a mathematical technique widely applied in NMR spectroscopy, condensed matter physics, and applied mathematics,” he said.

His key contributions are in three areas:

  • In Solid-state NMR spectroscopy, where alongside Thibault Charpentier, PhD, during his stint at the French Alternative Energies and Atomic Energy Commission, the duo introduced the Floquet-Magnus expansion in solid-state NMR. Furthermore, their work in spin dynamics has contributed to the study of high resolution in solid-state NMR.
  • In quantum physics and magnonics, where his work on the Floquet-Magnus expansion theory and applications could be extended, enabling new applications in quantum mechanics and spintronics.
  • In medical imaging and nuclear medicine, where his postdoctoral research at Harvard Medical School and Massachusetts General Hospital has contributed to the detectability of a myocardial defect in a cardiac PET study to investigate better diagnostic imaging techniques in nuclear medicine.

To date, Prof. Mananga has more than 80 peer-reviewed scientific articles to his name. He’s also received a handful of prestigious research awards including the 2024 Distinguished Mentor Award from the Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS), and the 2018 Distinguished Scientist Award from the American Chemical Society (New York Section).

The Impact of Mentors

Prof. Mananga receiving the 2018 Distinguished Scientist Award from the American Chemical Society.

From his parents and siblings to his professors and colleagues, Prof. Mananga is quick to attribute strong mentors as playing a significant role in his success.

“Accepting this highest honor without acknowledging those who have mentored and educated me since my childhood would be ungrateful,” he said of receiving the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. “My work could not have been possible without the assistance of numerous colleagues and the mentees I have mentored.”

Prof. Mananga offers various tips that he thinks are the keys to effective mentoring:

  • Failure should be seen as a learning opportunity for development. Don’t be afraid to make mistakes.
  • The most important qualities that other mentors can help students and mentees develop for effectively engaging and impacting them are: creativity, judgment, communication, organization, and persistence.
  • Encourage mentees to ask questions, and even to challenge the mentor when applicable.
  • Engage and provide opportunities for students from underrepresented backgrounds.
  • Be willing to embrace change.

“I believe that mentoring prowess is similar to scientific knowledge that builds on others’ work, and that discovering truth is a result of combining past discoveries,” said Prof. Mananga. “Isaac Newton once wrote that if he had seen further than others, it was because he stood on the shoulders of giants.”

Appreciation for Sports, Music, and Dancing

Just as much as his life and career have been widely varied, so are his hobbies and interests outside of work. He’s a supporter of the Cameroon national soccer team and is proud to point out that the team “holds the record as the first African country ever to reach the quarter final in the World Cup in 1990.” A fan of boxing, he enjoys rewatching the famous 1974 heavyweight championship bout between George Foreman and Muhammad Ali. Dubbed “The Rumble in the Jungle,” the fight took place in what is now the Democratic Republic of the Congo.

He also enjoys music, listening to everything from classical composers like Beethoven and Mozart, to popular artists like Otis Redding, Bob Marley, Beyoncé, and Rihanna. He even dances.

“They might not want to admit it, but my daughters can testify that I am a good dancer of early style Assiko music from artists like Jean Bikoko Aladin to the modern style of Olivier de Clovis and Belka Tobis,” he said with a laugh.

In reflection of his life that was “full of directions [he] never could have imagined,” Prof. Mananga cannot overstate the importance of impactful mentors for a productive career and a fulfilling life.

“As a mentor, one of the most valuable things you can do is to pay attention, do the right things, and help others without forecasting anything in return,” he said.  “By taking positive steps, mentors are telling mentees that they can excel. Everything we do helps build the next generation.”

Are you interested in being an impactful mentor like Professor Eugene Mananga? Check out mentoring opportunities available at the Academy.

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 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

Headshot of Yaihara Fortis Santiago
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