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Devising New Therapies Across Borders

Award winners pose together with their trophies.

When Japanese physicist Kumiko Hayashi of Tohoku University and neuroscientist Ephraim Trakhtenberg of the University of Connecticut met at the New York Academy of Sciences this year, the synergies between their work weren’t immediately obvious.

Published October 1, 2017

By Hallie Kapner

The two scientists were paired together as part of the Interstellar Initiative, a joint project of the Academy and the Japan Agency for Medical Research and Development (AMED), which grouped 50 early-career scientists from around the world for interdisciplinary research projects.

“The biggest global challenges, whether in health, the environment, or energy, require scientists with different expertise to work together,” said Academy President & CEO Ellis Rubinstein. “The Interstellar Initiative brings together brilliant young scientists who would likely never cross paths, and supports them as they develop solutions to major health issues.”

Devising New Therapies

Hayashi and Trakhtenberg are devising new therapies to restore neuronal function following injury. As human cells mature, their ability to replicate is severely reduced. This phenomenon is especially prevalent in the brain, where the creation of new neurons exists only at very low levels in adulthood. Trakhtenberg’s work suggests that motor proteins may be involved in this loss.

“If we can understand the dynamics of these proteins, we may be able to reverse the process,” he said. Over the past several years, Hayashi developed novel algorithms that can be applied to motor protein measurement and analysis. “I don’t know much about neuroscience,” she said, “but it turns out that my algorithms can illuminate some mechanisms of the brain.”

From left to right: President Suematsu, Japan Agency for Medical Research and Development (AMED), recognizes the collaborative work of Japanese physicist Kumiko Hayashi, Tohoku University and neuroscientist Ephraim Trakhtenberg, University of Connecticut, along with Ellis Rubinstein, President and CEO, New York Academy of Sciences at the recent Interstellar Initiative workshop presented by AMED and the Academy.

International Collaboration

This teamwork is precisely what AMED president Makoto Suematsu envisioned creating through the Interstellar Initiative, part of a broader strategy to bring international partnerships and new funding streams to Japan’s R & D pipeline. As technological advances that enable data sharing and ease remote collaboration have become ubiquitous, Suematsu believes it is crucial for Japanese researchers to join global research efforts.

“International collaboration is critical in many fields,” Suematsu said. “From infectious disease outbreaks to cancer treatment and drug development, we can accomplish much more when we reach out, shake hands and collaborate.”

Cancer Research

Another Interstellar Initiative team, comprised of NYU biologist Carlos Carmona-Fontaine, oncologist Valerie Chew of Singapore Health Services and physicist Shuichi Shimma of Osaka University, is juggling large time differences and global transport of perishable patient samples as they pursue their project. Blending Chew’s expertise in oncology with Carmona-Fontaine’s efforts to understand the role of metabolites in cancer cells and Shimma’s imaging techniques, the group is uncovering the interplay of metabolite activity and immune changes in tumor cells.

Noting that the Interstellar Initiative breaks down barriers that inhibit cross-disciplinary partnerships, Carmona-Fontaine commented that scientists “usually stick to our own communities, and there’s often a disconnect between scientists from different parts of the world — yet there are many advantages to learning different ways to look at a similar problem.” Chew was thrilled to be paired with teammates who brought both new expertise and new technologies. “If you’re working in your own zone, you’ll do what’s familiar,” she said. “But bringing together different disciplines and technologies creates a novel, creative environment for solving problems.”

Realizing Applications For Their Research

Proposals devised by Interstellar Initiative teams will be submitted to international funding agencies. For physician and biologist Deepak Lamba and biologist Akira Satoh, such funding may help them realize applications for their research. Lamba, who is developing methods for using stem cells to repair retinal tissue, is working with Satoh, whose research is illuminating the regenerative pathways of amphibians. They are probing the factors that influence regenerative capabilities in mammalian and amphibious cells, with the hope of developing methods of repairing and regenerating damaged tissue.

“[Stem cell research is] moving so quickly that I think we’ll start seeing applications in the not-so-distant future,” Lamba said. Satoh noted that stem cell research is less popular among Japanese scientists, while Lamba added that few labs in the US are using amphibians to study regenerative pathways. “We would never have done this on our own — it’s a unique challenge for us to do together.”

Rubinstein is quick to highlight that this is just the beginning for the Interstellar Initiative. “This is only our first cohort, and there’s so much exciting research in the works already,” he said.

Also read: A New Approach to Studying Aging and Improving Health

Flexibility Is Key to the Successful Future of Higher Ed

An exterior shot of a college campus.

The technological advances of the past few decades have triggered a conversation about the future of higher education.

Published October 1, 2017

By Nancy L. Zimpher

The technological advances of the past few decades have ushered in an era of distance-learning capability that has triggered a conversation about what, exactly, the future of higher education will look like.

Speculation ranges across the extremes: On the one hand, that the ability to earn entire credentials online, from certificates to PhDs, will inevitably force the extinction of brick-and-mortar campuses, to the other, in which critics argue that courses taken online are so much less rich than the traditional campus and classroom experience that they are “junk degrees.”

The truth, of course, lies somewhere in between. Importantly though, the determination of higher ed’s future is not an exercise in theory but rather a practical one with real-world outcomes that affect millions of people.

Every university and college leader today must be wide awake to this fact and accept the responsibility eagerly with both hands. In doing so they must do two things simultaneously: they need to know exactly who their students are and never take their eyes off the changing, fast-emerging needs of the world and workforce. With both of these things in sight, heads of colleges and universities need to create institutions or systems that can respond to the needs of students and sectors.

Closing the Gap

It will come as no surprise to this publication’s readership that today about 65 percent of jobs in the United States require a degree beyond high school.1 Moreover, the jobs that earn a middle-class living or better almost certainly, increasingly, require advanced education. New York State is even more competitive than average: nearly 70 percent of jobs will soon require a college degree, but right now only 46 percent of adult New Yorkers have one. This wide gap between the current reality and the projected need for educated, skilled citizens has created a fault line upon which we cannot expect to build stable, competitive, thriving economy and communities.

To close the gap we need to know who today’s students are. Unlike eras past, in which the picture of the typical college student was a young, white, male student living on campus and attending classes full time, today’s student profile is very different.2 Forty percent of college students are age 25 or older. Fifty-six percent are female. Twenty-eight percent are raising families while they earn their degree. Sixty-three percent of students are enrolled full-time, and 36 percent of students work part-time while taking classes and another 26 percent work full-time.

Today, 41 percent of students live on campus. The remainder, owing to their life obligations — juggling jobs, families, and expenses — commute. Fifty-eight percent of college students today are white; 17 percent are Hispanic and 15 percent are black — the fastest growing segments of the U.S. population and also the most underserved.

Expanding Options

The world has changed, and higher education needs to not only change with it but stay ahead of the curve, ready to receive the students who come to us. The future of higher education is flexibility.

This means expanding our operations so that we can meet students where they are, on their time. It means providing an array of avenues by which to earn a degree and support to ensure they complete. High-quality online learning opportunities are a critical piece of this.

One out of three New Yorkers who earn a college degree do it at The State University of New York. In the last three years, more than 320,000 of our students have taken online classes, and 8,000 have received a SUNY degree by taking the majority of their classes online. Our online learning platform, launched in 2014, is the largest in the world. But for SUNY it is not enough to be the biggest, we need to be the best. This is our commitment to New York: to prepare students by any and every high-quality means possible to earn a college degree and to build their best life.

About the Author

Nancy L. Zimpher served as the twelfth chancellor of The State University of New York from 2009 to 2017, during which time she was also chair of the New York Academy of Sciences Board of Governors from 2011 to 2016. In January 2018 Dr. Zimpher will become a senior fellow at the Rockefeller Institute of Government, where she will also be the founding director of the nation’s first Center for Education Pipeline Systems Change.

  • A. P. Carnevale, N. Smith, & J. Strohl. Recovery: Job Growth and Education Requirements through 2020. Washington, DC: Georgetown University Center on Education and the Workforce, McCourt School of Public Policy (2013).
  • Among many, The Bill & Melinda Gates Foundation has done excellent work compiling college student demographics, including information that can be found here.

#WhereScienceLives: Biologist Aida Verdes

A woman scuba diving in an underwater cave.

Meet a member whose research and field work sheds light on longstanding evolutionary questions.

Published September 25, 2017

By Attila Szász

Aida Verdes on the boat heading out to dive off the coast of Abu Dhabi, during an expedition to collect polychaete worms and mollusks.

Academy members conduct their work in a vast range of settings. As a biologist researching marine invertebrate evolution, Aida Verdes is no stranger to doing research in unusual and unexpected places: her work has her out in the field, going on diving expeditions and conducting research aboard floating laboratories worldwide.

Originally from Madrid, Spain, Verdes is now based in New York City, where she is a PhD candidate in evolutionary biology at the City University of New York (CUNY). She is affiliated with both CUNY’s Holford Laboratory and Luminescent Labs, a collective of explorers using “science, technology, and art to understand, share, and protect nature’s living light.”

Verdes studies the genetic basis of convergent evolution, the process by which non-related organisms independently evolve similar traits. She told us: “Studying evolutionary convergence can provide important insights into long standing evolutionary questions such as whether the same genes determine convergent traits in unrelated species. I am studying these questions in marine annelid worms that have independently evolved the ability to produce light (bioluminescence) and venom.”

Check out photos of her at work below:

Do you want to be part of this impactful scientific community? Join today!

WhereScienceLives: Geologist Leslie Molerio-Leon

An archeologist poses with the ocean in the background.

From rainforests to volcanoes, meet an Academy member whose work in geology has taken him to 42 countries spread across five continents.

Published September 24, 2017

By Attila Szász

Trophic assessment and maintenance of Chongon Reservoir. Chongon reservoir and dam in Guayaquil, Ecuador, needed a detailed study of the causes of eutrophication and engineering solutions to improve water quality and navigation. Photo was taken during the cleaning of the aquatic vegetation.

Geologist, hydrogeologist and Academy member Leslie F. Molerio-Leon is Head of Engineering in the environmental division at Inversiones GAMMA S.A. in Havana, Cuba. He has been working in the field of geology and hydrogeology since 1969 and has been involved in over 400 geological, geomorphological, geotechnical, surface hydrology and hydrogeology, civil engineering, hydraulic, hydroelectric, polymetallic mining, oil & gas, environmental, natural risks and speleological explorations, investigations and projects in 42 countries across Africa, Asia, Europe, North and South America, and the Caribbean. He has also worked as a researcher and consultant on several projects sponsored by numerous United Nations agencies and non-governmental organizations.

Currently, Leslie is on assignment in Ecuador conducting geology and hydrology work following the reconstruction of the country after the earthquake of April 16, 2016.

“It has been really amazing to work and learn in multiple environments: in the humid tropical forests, the alpine regions, the African deserts and jungles, surrounded by volcanoes or under the stress of earthquakes; and particularly as speleologist,” Leslie said. “I have enjoyed the wonder of caves not only as an explorer but mainly doing scientific and applied research for groundwater development and protection.”

Check out photos of him at work below:

Do you want to be part of this impactful scientific community? Join today!

#WhereScienceLives: Educator Jason Osborne

A man repelling down the side of rock.

Have you ever participated in a live interview while hanging from a cliff face? Jason Osborne has. Learn more about why and how.

Published September 22, 2017

By Attila Szász

Jason during a Google Science Fair live interview while hanging from a 110-foot cliff along the Chesapeake Bay. Google broadcasted the live interview through Jason’s smart phone to students around the world.

Getting scientists and students to work together on meaningful scientific research that’s also engaging is not an easy task. We work to do it through The New York Academy of Sciences’ (the Academy’s) Global STEM Alliance programs, but we’re also always interested in seeing how others do similar work. That’s how we learned about Jason Osborne.

Jason is currently the President and Co-Founder of Paleo Quest and the Chief Innovation Officer at Ector County Independent School District in Odessa, Texas. And he’s been everywhere from the White House to Google to the Howard Hughes Medical Institute to champion STEM learning and citizen-science projects.

At Paleo Quest Jason focuses in particular on leveraging citizen-science to advance paleontology and geology. On this work in particular, Jason told us: “I love contributing to science and helping to figure out our prehistoric past. I get to choose my scientific questions and field excursions. How cool is that? I also share experiences and my field research with K-12 students.”

Check out photos of him at work below:

Do you want to be part of this impactful scientific community? Join today!

The Important Role of Mentors and Networking

A silhouette of about half a dozen people working together with large windows and a city skyline in the background.

Learn how member-to-member mentoring is helping young scientists tap into the power of The New York Academy of Sciences (the Academy).

Published August 31, 2017

By Rosanna Volchok

Multi-disciplinary, cross-sectoral, and global, the Academy’s membership is among the most diverse, dynamic scientific communities in the world. Over 40% of our membership falls into the “early career” category, meaning they are graduate students, postdocs, or newly minted professionals. Imagine if we could find a way for these young professionals to tap into the tremendous expertise and accumulated wisdom of our global network, regardless of where they live, work, or study!

Recently, we caught up with mentor Paul-André Genest, PhD, and mentee Ekaterina Taneva, PhD to learn about their experience.

What is your scientific background and what are you currently working on?

Paul-André Genest, PhD
Paul-André

I am a Molecular Parasitologist and Molecular Oncologist by training and did my PhD and postdoctoral fellowships at the Netherlands Cancer Institute. In 2012, after spending more than ten years doing biomedical research, I moved to New York and switched to scholarly publishing, first as a Managing Editor and then as an Associate Publisher and a Publisher at Elsevier. Since 2016, I have worked as a Senior Editor at Wiley where I oversee a portfolio of over twenty journals in the Life and Social Sciences.

Ekaterina

My science journey started with a BS/MS in Toxicology at St. John’s University in Queens, New York. In 2011, I joined Albert Einstein College of Medicine to pursue a PhD in biomedical sciences. As part of a multidisciplinary collaborative team dedicated to improving women’s health, I acquired in-depth understanding of the principles of translational research and its importance in patient outcomes. I now work as a medical writer for PRIME Education, LLC (Fort Lauderdale, FL), a company that provides accredited medical education and research focused on improving systems of care in a variety of disease areas. I am part of a dynamic team of medical and grant writers who develop evidence-based content on management of patients with infectious diseases.

Why did you choose to sign up for member-to-member mentoring?

Ekaterina

I knew I wanted to pursue a non-academic career centered on medical writing and translational research, and I wanted to expand my horizons, and what better way to achieve this than learning from someone who has walked the path that I envisioned for myself? I decided that participating in member-to-member mentoring would be an investment in my future and, more importantly, a learning experience that offered me the possibility to get out of my comfort zone and receive the outside perspective I needed to make objective and informed career decisions.

Paul-André

At the end of my own postdoctoral fellowships, I experienced difficulties leaving academic research and finding the right career path for myself. Furthermore, I did not have a strategy in place and I could have benefited from the advice of a professional working in the publishing industry. I signed up to be a “member-mentor” in order to provide this opportunity to someone else. I am a strong believer in the importance of giving back and of being involved in the community.

What was it like to participate in member-to-member mentoring?

Paul-André

I really enjoyed it and I appreciate the flexibility it provides as it lets the mentor and mentee take ownership of their mentoring relationship. My match with Ekaterina was excellent! We quickly bonded and either met or had discussions on a regular, monthly basis. I also helped her identify positions and referred her to jobs outside academia. We worked on her resume and cover letter and discussed job opportunities and companies that she found interesting.

Ekaterina
Ekaterina Taneva, PhD

Participating in this program showed me the true value of professional networking and mentorship. Paul-André and I started by getting to know each other’s backgrounds and assigning monthly goals we both had to complete on time in order to have a fulfilling and enriching experience. He was dedicated to not only sharing his experiences but also in getting to know me as a person and guiding me into a type of working environment that would align with my professional and personal goals.

I relied on his advice in almost every position I applied for, and he made himself available any time I needed feedback. Moreover, he invited me to career workshops and expanded my professional circle by bringing me into his own network of successful scientists who transitioned outside of academia. He guided me through the preparation of my thesis defense, and taught me to strive to be as persistent in my career aspirations as I have been in my academic endeavors.

Paul-André

I am very happy she managed to find a career that she likes and is stimulating for her. My experience was so positive that, after working with Ekaterina for the recommend six month mentoring period, I accepted a new match with another mentee (though Ekaterina and I still keep in regular contact).

How has participating in member-to-member mentoring influenced your work?

Paul-André

It has helped me think more about the skills and qualities candidates should have to join the scholarly publishing industry. Having an awareness of these traits will be useful for recruiting candidates for my own team. My mentoring experience also helped me develop my own leadership skills which I use to advise, coach and develop my current staff.

Ekaterina

It allowed me to meet a like-minded peer who shares a similar passion for translational science and, in particular, infectious diseases. Being able to share career plans with him and to receive his continuous input during a challenging transition created a solid support system for me. My mentor’s trust and investment in my success also reinforced my decision to mentor others in the program. Participating also inspired me to continue to improve myself so that I can be of utmost help to any of my peers who need additional support for achieving their career goals.

As members yourselves, how would you describe the Academy’s membership network?

Paul-André

The Academy has a very strong membership network comprised of professionals with expertise in a wide array of disciplines and who are at various stages of their career. It is great that the Academy has programs where early-career members can benefit from the experience and advice of more established professionals.

Ekaterina

The membership network is diverse and welcoming. The Academy not only accepts, but also encourages students to initiate activities and collaborate with renowned scientists. This framework allows students and young professionals to enhance their transferable skills and gain confidence and a sense of belonging to a community. I have developed long-lasting connections with multiple Academy members, from faculty and academic researchers, to entrepreneurs and fellow graduate students.

By participating in resume workshops, career fairs, and symposiums organized by the Academy, I got acquainted with the most exciting discoveries while exchanging business cards and experiences with scientists from all over the world. It is through these Academy initiatives and programs that I felt I was growing beyond my “student” profile and turning into a broad-minded young professional.

Also read: Good Mentors are Key to Student Interest in STEM

Empowerment Enables More Women to Succeed in STEM

A student presents her research and poster.

Meet Academy member and mentor Jacqualyn Jade Schulman who believes that, through science, anything is possible.

Published July 26, 2017

By Marie Gentile and Robert Birchard

Jacqualyn with her Mentee

Jacqualyn Jade Schulman is a scientist of many talents. As a Graduate Assistant working in Dr. Richard Wojcikiewicz’s lab within the Pharmacology department at SUNY Upstate Medical University, she conducts research that might one day lead to vital therapies for cancer. As a mentor, she volunteers her time to participate in multiple programs of the Academy’s Global STEM Alliance. And when she’s out of the lab, you might find Jacqualyn bowling strikes at her local bowling alley.

What has been one of the most rewarding moments of your scientific career?

I have just been selected to give a presentation at a conference at Cold Spring Harbor Laboratories in August 2017. I am so honored, excited, and nervous at the same time!

What are you currently working on in the lab?

There is a family of proteins that work together to either promote or protect against cell death. I am studying a specific protein in this family named BOK, and the field currently does not know if Bok’s role is to promote cell death or to protect against it. Our lab discovered that Bok binds to a calcium channel that sits in the endoplasmic reticulum. I am working on understanding what Bok’s role is in cell death and how binding to this calcium channel affects its function. If we understand how this family of proteins work we can figure out how to either promote or protect against cell death, which could be vital therapies for diseases such as cancer.

At the Global STEM Alliance Summit

My personal definition of science is…

Constantly questioning everything, remembering that anything is possible, and accepting that negative data is a positive thing.

When you’re out of the lab, what are some of your hobbies?

My biggest hobby is bowling! I have been bowling in leagues since I was 5 years old and was able to bowl competitively in college and travel to tournaments. I haven’t bowled a 300 yet, but my high game is a 289!

What drew you to become a mentor in the 1000 Girls, 1000 Futures and Next Scholars programs?

I chose to get involved because I did not have any mentors in the STEM field while I was in high school. When I heard about 1000 Girls, 1000 Futures, one of the first things I thought was that I wished I had this while I was in high school. I wanted to be the mentor that I wished I had.

These girls just amaze me with everything they are doing while in high school. It’s inspiring to see girls in high school so involved in their communities and gaining work experience in STEM fields. It is such a rewarding experience to know I played a role, even if it is just a small one, in helping them determine which college to attend or which major to study.

Why do you think it is critical to mentor girls and women in STEM?

We are still struggling with a gender gap. When I took a computer science course in college, I was the only woman in a class of about 50 students. Each field of STEM has such a plethora of jobs within it and I want to make sure these young women know about all the opportunities that are out there. When I turn my laptop on, the log-in screen always displays a different image with some facts. Recently, the background image was a landscape with stars and it included the fact that only 6.7% of women graduate with STEM degrees. I want to have a part in increasing that percentage.


Peruse our mentorship opportunities, and sign up today!

Engaging and Supporting “Budding Science Enthusiasts”

A woman poses for the camera.

“This initiative encourages kids from diverse backgrounds to become involved in science and promotes diversity in STEM fields in an effort to impact positive change in the world.”

Published June 9, 2017

By Marie Gentile and Robert Birchard

Alexandra Bausch

Alexandra “Ali” Bausch grew up in Bethlehem, Pennsylvania. She earned her bachelor’s degree in chemistry with a concentration in biochemistry from Villanova University. As an undergraduate student, she conducted laboratory research in analytical chemistry, performed field research at the Barrow Arctic Science Consortium in Alaska, and participated in and led numerous community service projects.

Following graduation, she was awarded a Fulbright Student Fellowship in Environmental Chemistry at the University of Stavanger in Norway. While there, she earned a Norwegian Marshall Fund Scholarship and went on to complete her master’s degree in Environmental Engineering with a focus in water science and technology. Before she began her PhD, she conducted research at both NASA Goddard Institute for Space Studies and Lamont-Doherty Earth Observatory in New York.

Ali is currently a third-year Ph.D. student in the Department of Earth and Environmental Sciences at Columbia University, conducting research at the interface of biological and chemical oceanography. Her graduate research project, funded by a NASA Earth and Space Science Fellowship, addresses the impacts of climate change on the base of the marine food web in the Arabian Sea ecosystem.

Why and how are STEM education and the Global STEM Alliance important to you?

STEM education initiatives help shape the next generation of scientists. The Global STEM Alliance not only engages students in the excitement of hands-on science experiments, it motivates and encourages girls and boys from diverse backgrounds to pursue lifelong involvement in STEM. This involvement is vital to the STEM community because diversity enriches science and helps deepen our understanding of the world.

What are/were your goals for participation in the Global STEM Alliance?

I would like to devote my life to research and to the education of future generations of scientists. Throughout my participation in the Global STEM Alliance, I hope to spread my passion for science, to teach young girls and boys to love science as much as I do. I hope that this valuable mentoring and teaching opportunity will help make me a better instructor. And I hope to encourage students in my local community to grow up to make our planet a little bit better.

What is the most important benefit you feel the Global STEM Alliance provides?

The most important benefit of the Global STEM Alliance is the encouragement and support it provides to budding science enthusiasts. This initiative encourages kids from diverse backgrounds to become involved in science and promotes diversity in STEM fields in an effort to impact positive change in the world.

Learn more about the Afterschool STEM Mentoring Program!

Promoting Equitable Access to STEM Education

A woman poses for the camera.

“By connecting young people with successful STEM professionals, the Global STEM Alliance provides a network of support for students who might otherwise feel isolated or disconnected from their discipline.”

Published June 9, 2017

By Marie Gentile and Robert Birchard

Giovanna Collu, PhD

Giovanna Collu, PhD, is a researcher, communicator, and mentor with a drive to encourage the next generation of scientists to overcome challenges they face in STEM fields. For the last 12 years, Collu has been investigating how cells communicate with each other to produce fully formed adult organisms.

Throughout her career, Collu has engaged with several outreach groups to promote equitable access to the benefits of STEM education. At the University of Manchester, she worked with the Manchester Access Programme to support underrepresented minority students transitioning to college, and with a Wellcome Trust-funded initiative to bring local underserved students into a university research environment to discover science firsthand and participate in fun, science-based activities. Collu also taught on the Manchester Leadership Programme, a course that framed leadership issues in a social and ethical context for the next generation of leaders.

Here in the US, she has worked with The New York Academy of Sciences (the Academy) to engage middle-school pupils with forensic science in an afterschool program in Harlem, in association with Cold Spring Harbor Laboratory’s DNA Learning Center. Collu continues to promote women in STEM through mentoring summer students and has participated in the NeXXt Scholars Program since 2013.

Why and how are STEM education and the Global STEM Alliance important to you?

Initiatives such as the Afterschool Mentoring and NeXXt Scholars Programs promote equity in STEM education, which in turn creates much-needed diversity in STEM professions. These programs are an opportunity not only to reach individual young scientists but also to make a positive impact in making society more equitable as a whole. The Academy’s STEM education programs are a vital tool if we are to level the playing field for underserved communities. It is an honor to support young people from backgrounds that are currently underrepresented in STEM fields to pursue their passion and curiosity.

What are/were your goals for participation in the Global STEM Alliance?

My goals were to inspire individual students and to gain an understanding of the challenges faced by this generation of STEM students. Having benefited from mentoring opportunities myself, I am keen to join the community of researchers encouraging younger generations to follow their curiosity and enter STEM fields.

What is the most important benefit you feel the Global STEM Alliance provides?

The Alliance gives young people from diverse backgrounds the access to mentoring that they would not otherwise have. Mentoring and exposure to positive role models are vital for realizing potential and raising aspirations in young people. By connecting young people with successful STEM professionals, the Global STEM Alliance provides a network of support for students who might otherwise feel isolated or disconnected from their discipline. The Alliance guides young people as they are finding their own path into STEM fields and reveals a whole realm of career possibilities.

Learn more about the Afterschool STEM Mentoring Program!


More About Dr. Collu

Postdoctoral Fellow, Developmental and Regenerative Biology, Icahn School of Medicine at Mount Sinai

Academy Affiliation: NeXXt Scholars Program, Afterschool STEM Mentoring Program

Honors: Recipient of Biotechnology and Biological Sciences Research Council PhD studentship, Medical Research Council Masters Studentship, and King’s College bursaries for undergraduate research

Degrees: PhD and MRes in Developmental Biology, University of Manchester, UK; MA and BA (Hons.) in Natural Sciences, University of Cambridge, UK

How to Get Motivated Kids Invested in Science

A man poses for the camera.

“I think the key thing here is that these kids are in a class by themselves. World class. Not just smart, but motivated, eager, and most important invested.

Published June 9, 2017

By Marie Gentile and Robert Birchard

Ron Fritz, PhD

Ron Fritz, PhD, works for PepsiCo and also serves as a mentor for the Junior Academy at The New York Academy of Sciences. He talks about his experience mentoring and the encouraging growth he sees from his students.

What are your students working on?

Food Loss and Waste: Transportation and Logistics. Specifically, they came up with an ingenious use of evaporative cooling; designing, building, and testing a non-electric ‘fridge’ (based on ‘zeer pot’ technology) made of recycled materials.

What surprised you about your students?

I knew they would be smart and clever, but what surprised me was their incredible focus and tenacity in going after solutions to design problems encountered. They didn’t back off or quit when a challenge emerged but rather relished the opportunity to overcome it.

What surprised you about your mentoring experience?

The student’s ‘relentless’ engagement made it great fun for me and I think for the team as a whole. There’s nothing better than being part of a team working like failure is not an option. It was exhilarating because of the awesome work ethic the students employed and the leadership that evolved among them. To be honest, just prior to the kickoff of the challenge I was considering dropping out due to increased business demands on my schedule. I am so glad I didn’t. Even though those demands did not diminish, these kids’ efforts were inspiring and kept me going.

What kind of growth did you see in your students?

With some of the students it was leadership, in others “followership” – with all it was ‘hey, we’ve got a great team, great ideas and great talents that can make a difference!’ That attitude energized everyone, including myself. Perhaps the correct word is ‘devoted’ to finishing the team’s mission. I think the type of camaraderie experienced was a first for some of the students. Also, the level of talent brought together. As a youth sports coach over the years, this was like realizing you have something really special going on with a particular collection of kids.

Anything else you’d like to share?

Yes. I think the key thing here is that these kids are in a class by themselves. World class. Not just smart, but motivated, eager, and most important invested. This makes mentoring in this venue a unique experience, truly providing an opportunity to accomplish something of significance with ‘no holds barred’, ‘blue sky’ thinkers.

Learn more about the Junior Academy!