“In my lab, we’ve been gene hunters—starting with visible phenotypes, or characteristics, and searching for the responsible genes,” says Miriam Meisler, Ph.D., the Myron Levine Distinguished University Professor at the University of Michigan Medical School in Ann Arbor. During her career, Dr. Meisler has identified the functions of multiple genes and has shown how geneticvariants, or mutations, can impact human health.
Becoming a Scientist
Dr. Meisler had a strong interest in science as a child, which she credits to “growing up at the time of Sputnik” and receiving encouragement from her father and excellent science teachers in high school and college. However, when she started her undergraduate studies at Antioch College in Yellow Spring, Ohio, she decided to explore the humanities and social sciences. After 2 years of sociology and anthropology classes, she returned to biomedical science and, at a student swap, symbolically traded her dictionary for a slide rule—a mechanical device used to do calculations that was eventually replaced by the electric calculator.
“As a researcher, you get to learn something new every day, and that knowledge feeds more questions. It’s this eternal learning process, and I find that really enticing about being in science,” says Eszter Boros, Ph.D., an assistant professor of chemistry at Stony Brook University in Stony Brook, New York. Our interview with Dr. Boros highlights her journey of becoming a scientist and her research on biomedical applications of metals.
Q: What drew you to science?
A: I was born and raised in Switzerland, and I went to a linguistics-focused high school there, but I gravitated to chemistry because I loved that we could understand the world at a molecular level and see the macroscopic consequences of microscopic processes.
Members of the league work with elementary students across the country to give them a sense of belonging to the veterinary profession. “I’m most proud of bringing people together who share the mission and vision with all their heart,” Pink Phoenix remarks. “Nobody can just be a member of the league. You have to earn the cape.” The league has over 400 certified role models throughout the country who are either veterinarians—VetaHumanz—or veterinary school students—VetaHumanz in training.
“I study the dance between a bacterium and its host. If we can decode the secrets of that dance—how the pathogen causes disease, and how the host fights back—we might be able to take advantage of vulnerabilities to improve our ability to combat infections,” says Víctor J. Torres, Ph.D., the C. V. Starr Professor of Microbiology at the New York University (NYU) Grossman School of Medicine in New York City.
Discovering and Pursuing a Passion for Science
Growing up, Dr. Torres never would have imagined his highly successful scientific career, especially since he didn’t have a strong interest in science. He entered the University of Puerto Rico, Mayagüez, in 1995, planning to participate in the Reserve Officers’ Training Corps and join the Air Force after graduation. He struggled during his first year of college and had to repeat several courses. In one of those courses, he met a fellow student who was planning to pursue a career in science—his now wife, Carmen A. Perez, M.D., Ph.D., who’s a radiation oncologist at NYU Langone. She shared with Dr. Torres some of the opportunities in science available to him, including the NIGMS-funded Maximizing Access to Research Careers (MARC) program at their university.
“I find it fulfilling to be a scientist because I know that even if at some points it seems like I’m working on an incremental experiment, eventually it’s going to help solve a bigger problem,” says Caroline Jones, Ph.D., an assistant professor of bioengineering at the University of Texas at Dallas. Check out the highlights of our interview with Dr. Jones to learn about her career path, her passion for sharing science with the public, and her research on sepsis—an overwhelming or impaired whole-body immune response to an insult, such as an infection or injury that’s responsible for the deaths of nearly 270,000 Americans every year.
Q: How did you first become interested in science?
A: My mother was a high school math teacher, so I had that role model growing up. I also had a math and engineering teacher in high school who encouraged me and sparked my interest in the quantitative side of science. I decided to study biomedical engineering in college because I wanted to apply quantitative tools in a way that helped people.
“My parents told me that I already wanted to be a scientist when I was 7 or 8 years old. I don’t remember ever considering anything else,” says Ry Young, Ph.D., a professor of biochemistry, biophysics, and biology at Texas A&M University, College Station.
Dr. Young has been a researcher for more than 45 years and is a leading expert on bacteriophages—viruses that infect bacteria. He and other scientists have shown that phages, as bacteriophages are often called, could help us fight bacteria that have developed resistance to antibiotics. Antibiotic-resistant infections cause more than 35,000 deaths per year in the U.S., and new, effective treatments for them are urgently needed.
“I love the mystery of chemistry. It explores the great unknown of the universe,” says Phil Baran, Ph.D., a professor of chemistry at Scripps Research, La Jolla, California. His passion for the subject catalyzed a successful career in organic synthesis—building molecules that are the foundation of living things and can be developed as medicines.
Setting His Sights on Science
School didn’t interest Dr. Baran until he found chemistry in 10th grade. “From there, the mission was clear: do whatever was required to do chemistry for the rest of my life,” he says. At the time, that meant achieving certain grades, so he focused on improving his academic performance. He also took courses at a community college and graduated with his high school diploma and associate degree simultaneously.
“Patients at urban and inner-city hospitals are in dire need of high-quality care and frequently don’t have access to clinician-scientists doing cutting-edge research. That’s part of what has made me committed to performing research in these settings,” says Faheem Guirgis, M.D., an associate professor of emergency medicine at the University of Florida College of Medicine, Jacksonville. Check out the highlights of our interview with Dr. Guirgis below to learn how he became a doctor and what inspired him to conduct research on sepsis.
Q: How did you become interested in science and medicine?
A: After the phase of wanting to be a firefighter or police officer, the next thing I remember wanting to be was a doctor. My father was and is my ultimate inspiration for pursuing a career in medicine. He was a family-practice physician committed to providing the best care possible for his patients before retiring recently, and they loved him.
“One thing that we try to develop in students is a sense of belonging and scientific identity,” says Edwin Barea-Rodriguez, Ph.D., the director of the Research Training Initiative for Student Enhancement (RISE) program at the University of Texas, San Antonio (UTSA). The program provides undergraduate and graduate students from underrepresented backgrounds with research experiences, professional development opportunities, and faculty mentorships. The UTSA RISE program has helped hundreds of students build strong foundations for scientific careers over its more than 20-year history. Here, we share the stories of three students who have benefited from RISE.
Support Beyond the Lab
After earning her bachelor’s degree in biochemistry, Kaira Church knew she loved research but wasn’t sure if graduate school was right for her. She took a job as a lab technician in the research group of Astrid Cardona, Ph.D., a professor of molecular microbiology and immunology at UTSA, where she learned firsthand what being a graduate student entailed. She was also introduced to RISE and was impressed by the variety of opportunities it offered. She decided to pursue a Ph.D. and applied to the program.
Kaira is now in her fourth year as a RISE trainee. “I really like the professional development and the networking that RISE offers,” she says. “A lot of science majors are stuck in the lab all the time. RISE ensures that we’re meeting people in our field so we have plenty of job opportunities when we graduate.”
Providing undergraduate students with research opportunities and preparing them for STEM careers in biomedical sciences are key goals of INBREs across the country, including Idaho’s program. Here, we share Jenny’s and Steve’s stories and the pivotal role that INBRE played for them.