In my STEP Signature Project, I focused on investigating a biomarker behind sudden unexpected death in epilepsy in mice models through the Gu Lab. This biomarker was brainstem suppression, and I focused on investigating this through utilizing fiber photometry, which is a form of calcium imaging that allows researchers to study small groups and collections of neurons. In our case, we studied serotonergic neurons which are implicated in the hypothesized molecular pathway of SUDEP.

The biggest impact of my STEP project on myself came in the form of confidence. I grew to be increasingly sure of myself and step out of my comfort zone. I also picked up key laboratory skills and fundamental neuroscience knowledge. This project enabled me to take a field I knew almost nothing about, and turn it into a project that will serve as the basis for change. By taking on this project, I grew from wanting to be a researcher to actively becoming one, which enables me to think critically about experiments and experimental design. Now, I look at the world as an opportunity to research, and I can approach problems easily to form the next solution.

The specific events that led to this contribution include building the machine, experimental design activities, and python data analysis. To start, my first time in lab, I was tasked with ordering and building the fiber photometry machine. Starting out, I had never even heard of fiber photometry, so the idea of now building a multi-thousand dollar machine was terrifying. I studied every video I could, purchased everything needed for the machine, and learned each part in preparation. Still, regardless of how much I studied for this, I ran into complications with understanding the dichromic mirror, which is a small part of the machine that helps direct light to the mouse model. This component was absolutely vital. Without it, I would not be able to take my measurements. At this point in the process is where I got comfortable asking for help when needed. If there is an issue, and I cannot solve it on my own, that does not mean I have to suffer alone. Of course, I should be knowledgeable in my own project, but it is still okay not to know everything. Sometimes, you need to collaborate with others and ask for help.

Furthermore, I was tasked with experimental design of the project. This step was something that was not originally tasked to me, but now I had felt more comfortable asking questions and wanted to try proposing an idea. I had noticed  that it would be important to set up a preliminary trial for our machine to ensure we had everything working properly prior to inducing sudden unexpected death in epilepsy in mouse models so we could avoid unnecessary harm of repeated animals. This test run would also help create specific understanding of our controlled variables. I worked up the nerve to speak with my PI about this, and my idea became a reality. Through this, I gained complete control over the experimental design of my project. Watching my planned experiments run smoothly absolutely helped boost my confidence in my research and myself, and I look forward to applying this towards my graduate student project.

Lastly, data analysis. The bane of my project, which I spent over 7 hours working on what I thought would be a setup of the data analysis system, but instead turned out to be myself continually changing the file name. Data analysis was certainly not my strong suit, as my previous lab experiment sent data analysis to another division. However, this proved a necessary challenge. I taught myself python for experimental analysis, I found resources and communities where I could grow with my experiments, I made connections and learned to communicate scientifically with others, and lastly, I finished the data analysis for our recordings. Although our findings proved nothing, they ended up being the first figures I had naturally produced from a lab. A negative result, though not expected, carried so much fulfillment and purpose with it. Research is a slow process and there was still much work to be done, but having the ability to create a figure for a poster or a paper was incredibly rewarding at the time.

My completion of this project and my contributions to it enable me to approach other research opportunities with the knowledge that even if I am unfamiliar with the techniques or processes, I can learn and contribute to the lab environment. This project also gave me the independence and readiness as a researcher to apply to graduate school. From there, I have been accepted at OSU and am now completing my first rotation. Not only am I more confident as a researcher, but I am also more confident as a person. I look forward to continuing to impact the world of research and showing off what I know I can become capable of.

This summer, as my project title states, I set out to explore “Human Monocyte Polarization for Neuroprotective and Pro-regenerative Phenotypes.” Broadly speaking, the way we studied this was by taking human blood samples, isolating the monocytes, and then applying different treatments to induce different phenotypes. Although I had already worked in the laboratory for nearly two years, this research project required many skills that were entirely new to me: Ficoll separation of blood samples, aliquoting and cryopreservation of cells, magnetic-activated cell sorting (MACS) for CD14+ cells, controlling cell concentrations for culture, gently removing adhered cells from culture, staining for fluorescence-activated cell sorting (FACS), etc. Considerable time was invested in mastering these techniques to ensure proper, replicable results.

Additionally, while crucial to the experiment, serum-free culture of monocytes (especially human monocytes) is not a technique that members of our lab have considerable experience with. As such, we encountered several issues, including poor viability within the first few trials of the monocyte culture. Several tests were needed to determine the issues and improve our technique for optimal cell viability. It took several weeks of rigorous experimental work just to determine the best way to culture out cells: 24 hours, cytokine support, and ETDA incubation (10 mins) during the removal. I knew in advance that the scientific process is difficult, unpredictable, and certainly doesn’t always yield the results you may expect; but I was surprised that these challenges were already so intensely present during the setup of the experiment.

Despite these challenges, we’ve made good progress towards understanding preregenerative monocyte polarization, research that could contribute to the possibility of a cellular-based immunotherapy to protect and regenerate the central nervous system after injury. To date, this kind of process has been unheard of, and future medical interventions that take advantage of this technology could prevent and potentially even reverse a huge array of conditions, including those that might cause the loss of vision, hearing, motor, and cognitive abilities. I like to imagine myself as a future physician, being able to tell patients suffering from currently irreparable conditions of trauma that treatments and interventions exist for them. I think about the individual lives that could be improved, and I feel extremely motivated by the potential impacts of this science.

I do think, though, that some of the other challenges we faced are worth mentioning; it’s been quite the summer for federal changes involving the NIH and funding for scientific research. Through discussions with my colleagues, I’ve learned just how much these political changes really matter; what may have been marketed as a pragmatic tax cut actually detrimentally affects the lives of researchers and citizens across the nation. At one point, I looked at basic science research and only saw the fancy technology, amazing breakthroughs, and big wins. I now realize this important field is fraught with challenges from all sides. This summer has helped me realize that I need to continue to work on not being too intensely tied to the outcome. Be it an unforeseen experimental outcome or a federal funding cut, the things outside of my control will continue to mess up my plans; I just need to continue to do my best regardless of the setbacks.

My dream job is to become a physician who additionally works in healthcare policy to improve healthcare outcomes. Specifically, my career path aims to improve access to care, decrease the public burden of healthcare costs, and generally give more people the chance to live a healthier and happier life. This summer, I realized that my greatest complaints about basic science research as a field are also factors that will likely be even more prevalent in my dream job. The uncertainty, setbacks, and lack of control over results will be very challenging. But that is just one more reason I’m especially grateful for the opportunity to work in basic science at this time. I have the privilege of training my work ethic and perseverance in a way that I know will benefit me long into the future. 

I’d like to formally express my gratitude for the generous financial support I received from OSU’s Chronic Brain Injury Program and from the Second-year Transformational Experience Program. Additionally, I am extremely thankful for members of the Sas and Segal labs for their abundant guidance and mentorship, especially Alex Sepeda, Dr. Andrew Sas, and Dr. Andy Jerome.

Over the summer, I worked in the Department of Neurology and the Pelotonia Institute for Immuno-Oncology as part of my STEP Signature Project. My project focused on understanding how dural nociceptors, sensory neurons that line the meninges, may play a role in immune suppression in glioblastoma (GBM), a highly aggressive brain tumor. Throughout eight weeks, I dedicated about 20 hours per week to hands-on research, learning techniques such as primary neuronal culture, ELISA, qPCR, and cerebrospinal fluid collection to explore the molecular signals that influence nociceptor activation.

Through this experience, I gained a deeper understanding of both myself and the research process. At first, I assumed that I might not have the technical expertise to succeed in a highly specialized neuroscience and oncology lab. However, I learned that perseverance, curiosity, and the willingness to ask questions were key to growth.

I also came to understand that research is not always straightforward. I once thought experiments would lead directly to clear results, but I quickly realized that unexpected outcomes and failed attempts are part of the process. Instead of viewing these as setbacks, I began to see them as opportunities to problem-solve and strengthen my critical thinking skills.

One of the most impactful parts of my summer was learning technically demanding methods, such as working with neuronal cultures and running ELISA assays. These required a level of precision and patience that I initially found intimidating. With practice, I gained confidence and realized that improvement comes gradually through repetition and persistence.

Another key experience came from troubleshooting when experiments didn’t go as planned. For example, when qPCR results were inconsistent, I had to ask for guidance, adjust methods, and stay patient through the process. These moments taught me resilience and reinforced the idea that science requires flexibility and problem-solving, not perfection.

My interactions with mentors and lab members also contributed to my transformation. They encouraged me to think about the bigger picture and how our work could contribute to new therapies for GBM patients. Participating in these discussions made me feel like a valued part of the research team and helped me connect our experiments to real-world impact.

Overall, this transformation was valuable because it gave me confidence in my academic and professional path. As a pre-med student, I hope to become a physician who is also engaged in research. My STEP project helped me see how discoveries in the lab can influence clinical care, and it motivated me to pursue opportunities that combine medicine and science.

On a personal level, this experience taught me that growth comes through persistence and resilience. I now understand that I can thrive in demanding environments if I remain committed and open to learning. This mindset will continue to guide me in medical school, in research, and in my future career as a physician.

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For my STEP Signature Project, I conducted undergraduate research at Nationwide Children’s Hospital focused on pediatric osteosarcoma, an aggressive bone cancer, under the supervision of Dr. Ryan Roberts, MD/PhD. My project examined how tissue factor and the coagulation cascade influence the ability of osteosarcoma to metastasize to the lungs. I contributed through lab experiments like ELISAs, Tissue Factor Activity Assays, flow cytometry, cell culture, and protein quantification, and by working with mouse models and preparing data for a scientific publication titled: “Tumor-Host Interactions Induce Tissue Factor Expression and Coagulation-Independent PAR-2 Signaling Essential for Metastatic Colonization of the Lung.”

This project fundamentally shifted the way I see myself as both a student and a future physician. Before beginning, I thought of research mainly as technical work in the service of an abstract scientific goal. Over the course of the summer, I came to understand that research is essential, and much more than protocols, antibodies, and mice. Research is not only for those who are quiet, soft spoken, but interested in science, a stereotype that many pre-med students hold, but it is also for those who are constantly curious, willing to collaborate, and confident in their ability to one day improve patient lives.

I also recognized my own resilience and adaptability. At times, the complexity of signaling pathways and experimental setbacks frustrated me, but I learned that asking better questions and leaning on my mentors turned every failure into opportunity for growth. This gave me confidence that I can thrive in high-pressure environments like medical school and the clinical world, and showed me that persistence, not perfection, drives progress.

Three main interactions made a large impact on my growth from this project. The first of those being interactions with my principal investigator and graduate students. I watched how they approached problems as they carefully analyzed results, troubleshooted failed experiments, and openly debated interpretations. They showed me that even seasoned researchers face uncertainty daily, and lots of grant writing. Instead of discouraging me, this normalized the learning process and reminded me that it is okay to not have all the answers immediately.

Another key influence was attending weekly research seminars for our center. These exposed me to projects outside of tissue factor, ranging from hematology to molecular genetics, and broadened my understanding of how connected each scientific discipline is. Hearing others present taught me to see my project as one piece of a much larger puzzle of advancing pediatric cancer outcomes.

Finally, the connection between my BuckeyeThon leadership and my lab experience made my work especially meaningful. I have fundraised for years to support pediatric cancer and blood disorder treatment, but now I was contributing to the science that could shape those future therapies. This dual perspective deepened my sense of purpose and reminded me that every hour in the lab had real-world implications for children and families.

This change is valuable because it strengthened my commitment to becoming both a physician and a researcher. As I move toward medical school, I know I want to remain close to discovery, not only practicing medicine but also contributing to advances in treatment. The confidence and perspective I gained from navigating this project will help me balance science with caring directly for patients.

On a personal level, this experience reaffirmed why I want to dedicate my life to pediatric oncology. I saw that my efforts in the lab are not isolated, and that they are connected to the broader fight against childhood cancer, the same fight that inspires my work in BuckeyeThon. I look forward to approaching both my academics and future career with a renewed sense of purpose.

Project Description

I conducted machine learning research under Professor Chao, focusing on diffusion image generation models. My work explored the emerging field of machine unlearning, which aims to selectively remove specific generation capabilities (such as copyrighted characters or artistic styles) while preserving the model’s ability to generate other concepts.

Transformative Experience

This project was a complete research experience from start to finish. It involved conducting in-depth literature reviews, identifying a clear problem, formulating hypotheses, designing and running experiments to test them, and brainstorming new algorithms to address the challenges that arose. Each step was critical to the project’s progress and gave me hands-on exposure to the full research process.

Through this journey, I gained a genuine understanding of what machine learning research entails, from the frustrations of running countless experiments without promising results to the excitement of finally developing an algorithm that works. The experience not only strengthened my confidence as a researcher but also deepened my passion for tackling meaningful problems and striving for a deeper understanding of complex concepts.

Specific Events and Interactions

While preparing for a conference submission, the final stretch leading up to the deadline was extremely stressful. With only a few days left, I still had experiments to run in order to fully support the breadth of my claims, all while revising large portions of my paper. The long hours and constant doubts about whether I would finish in time made the experience especially challenging. However, working alongside other graduate students in the lab, who were under the same pressure, gave me strength. Sharing meals, discussing our projects, and supporting one another created a sense of community that helped me overcome this difficult period. This experience gave me the confidence that I could overcome the difficult phases of research.

I also had the opportunity to present a poster of my work at a workshop at the International Conference on Machine Learning (ICML) in Vancouver, Canada. This experience was transformative. Networking with other researchers, hearing about their projects, and learning from their diverse experiences opened my eyes to the breadth of exciting research directions in the field. It was both motivating and inspiring, filling me with renewed excitement to pursue future projects in machine learning.

In preparing for the workshop, I went through the process of creating a poster, practicing my presentation, and preparing a public release of my codebase. Each step was a valuable learning experience. I developed skills in explaining my project clearly and concisely, while also learning how to design a modular and easy-to-manage codebase that would allow other researchers to extend my work. These lessons not only improved my communication skills but also gave me a stronger appreciation of the importance of reproducibility and accessibility in research.

Beyond my main project, I also explored a new research direction focused more on machine learning theory. I prepared and delivered a presentation to over twenty lab members on the history and foundations of image generation models. Preparing for this talk deepened my understanding of the field, and the positive feedback I received gave me confidence in both my presentation skills and my ability to engage with complex material. This experience provided me with a clearer sense of the research directions I hope to pursue in the future and further solidified my decision to continue on the path toward graduate school.

Why this Transformation is Valuable

Gaining firsthand research experience solidified my decision to pursue a PhD in machine learning after my undergraduate studies. I hope to focus my doctoral research on machine learning theory, particularly around score-based diffusion models and reinforcement learning, and ultimately aspire to work as a machine learning researcher in either academia or industry. This summer research experience was instrumental in shaping both my near-term academic goals and my long-term career aspirations.

I had the opportunity to present a poster of my research at the International Conference on Machine Learning (ICML), which was at the Vancouver Convention Center

Poster I presented at the Machine Unlearning for Generative Models workshop at ICML

     My step project mainly entailed researching under the mentorship of Dr. Ashley Jackson at the Kidney and Urinary Tract Center (KUTC). More specifically, I worked with Dr. Jackson and her team to investigate urinary tract obstructions, which are a leading cause of chronic and end-stage kidney disease, in the wet lab setting. The KUTC is a highly collaborative center of professionals—physicians, basic scientists, physician-scientists, advocates, and more—that collectively function to enhance the knowledge and care of pediatric kidney/urinary tract-related illnesses and pathologies.

     Throughout this summer, my primary growth and transformation came in the realms of professionalism and balance. This was my third summer of research within Dr. Jackson’s lab, so I was lucky enough to continue working closely with those who I have developed a relationship with. In addition, I was able to meet some additional members of our team who came for the summer. I increased responsibility this summer by partly teaching a new member of our lab a technique with which I am familiar—immunofluorescence analysis—and also learned a new research technique, reverse transcription quantitative polymerase chain reaction (RT-qPCR). While increasing responsibility in the lab, I also was studying for my MCAT. Having the financial and networking support of STEP and my mentors really allowed for me to continue growing in the realm of biomedical science and laboratory techniques, while also committing to studying for my MCAT.

     There were times this summer where I was uncertain whether I would be able to balance a career in the field that I have been hoping to pursue since the start of my research career: being a physician-scientist. However, I was able to lean on my research mentors and the KUTC for support during this time, while continuing to show up for the lab and build upon the knowledge base we have created that involves identifying, molecularly characterizing, and selectively activating a kidney-protective adaptation to urinary tract obstruction. More specifically, I have learned that this career, although stressful, is possible with the right support system. Through STEP, I have grown professionally, improved as a lab/team member, and learned vital lessons about balance and the value of professional networks.

     Some key aspects of my STEP-funded summer that allowed me to grow professionally and learn the skill of balance came from the interactions I had with key members of our lab. For example, early on this summer, a student named Livia joined our lab from another institution. She is older than I academically, and had just applied to MD, PhD programs. While I was teaching her a new technique, immunofluorescence analysis (IF-A), we were able to discuss the application process. I shared with her that I was studying for my MCAT, and she, having gone through that process, was able to share meaningful advice and provide support. Further, when she, having been familiar with RT-qPCR from her previous work as a research student, helped me learn this new experimental technique (RT-qPCR), we were able to discuss more the world of MD, PhD, and what it is like being a student in this process. Not only were we able to grow and learn from one another in terms of science, but we were also able to grow from one another’s meaningful life experiences.

     Another key experience that I had this summer involved being able to chat with the KUTC center director. Well-published and respected, this person is someone that I look up to both professionally and personally. When we met, I had a list of questions prepared about medical school, being a physician, and his work in the realm of kidney and urinary tract research. However, the key message I was able to take away from this professional was that he loves and is driven by “the relational aspect of science.” I also am inspired and driven by my coworkers and peers, and look forward to continuing to develop as a hopeful future physician-scientist by pursuing academic and professional excellence while leaning into a solid support-team.

     While pursuing my summer project and studying for my MCAT, my research mentor was applying to various grants and balancing a myriad of professional responsibilities. Further, Dr. Jackson is a dedicated mother and shows up for her family. While balancing all of these responsibilities, I watched and benefited firsthand from her willingness to show up for and support her lab. Not only did I continue to grow this summer from Dr. Jackson with regards to our primary area of study—intrarenal urothelial development and remodeling in response to urinary tract obstruction—but I was also able to grow as a person while watching a mentor commit to “being there” for her people. If someday I run a lab or am a professional leader at some level, I will take what I have learned from Dr. Jackson and wholistically support those with which I work.

     Without STEP, I would have had to take this summer off of research, which would have put a halt to my laboratory and professional development during this period. Upon return, I would have been tasked with regathering my footing in lab during the academic year amidst a rigorous academic schedule. However, STEP allowed me to balance my commitments and grow immensely both professionally and personally. This development matters because true development, at some capacity, as I have learned regarding the epithelial cell layer of the urinary tract, can be irreversible. This summer taught me lessons that I will never forget, allowing me to “differentiate” into a more mature, capable, balanced, and grounded professional.

1. Please provide a brief description of your STEP Signature Project. Write two or three sentences describing the main activities your STEP Signature Project entailed.

                I have designed and manufactured a scale model of The Sloopy Works competition aircraft, STUART. I have also engaged in performance testing of the scale aircraft and its subsystems.

2. What about your understanding of yourself, your assumptions, or your view of the world changed/transformed while completing your STEP Signature Project? Write one or two paragraphs to describe the change or transformation that took place.

                This research has helped me to understand the bridge between design and manufacturing. Someone could create the best aircraft but if you do not have a clear path to manufacture it then the design is useless. Being exposed to the practice of taking your design and going through the manufacturing process beforehand to ensure that your design is feasible is a crucial skill for any engineer. Challenging myself to think more critically about my designs before I create them is a mindset that I will continue to develop and use in my career.

3. What events, interactions, relationships, or activities during your STEP Signature Project led to the change/transformation that you discussed in #2, and how did those affect you? Write three or four paragraphs describing the key aspects of your experiences completing your STEP Signature Project that led to this change/transformation.

                One of the activities that I remember clearly was creating the nose and tail for the aircraft. Since the aircraft is fairly large, we were not able to create these parts out of one single piece of material. Additionally, since the geometry is rather complicated, trying to sculpt these pieces by hand would take a tremendous amount of time and effort. This ultimately led me with the task of trying to optimize how fast we could make these parts.

One of the advantages of the lab that I work in is that we have a large CNC machine. Utilizing this machine would allow me to make the complicated geometry of the nose and tail with high detail quickly. The only problem is that we could not cut the parts out of one piece of material. To work around this, we sliced the nose and tail into pieces that could be machined on the CNC that could be glued together later. While this allowed us to cut the pieces out, it was still going to take a very long time to machine. This forced me to think critically about how I could optimize the process without losing too much accuracy in the geometry.

Eventually, after consulting various resources online and my own experimentation, I was able to reduce the manufacturing time from more than 2 weeks to a few days. This time saving was critical to getting the nose and tail completed before the deadline. These constraints that I faced have given me the opportunity to grow by challenging myself to think through the process and find a working solution.

4. Why is this change/transformation significant or valuable for your life? Write one or two paragraphs discussing why this change or development matters and/or relates to your academic, personal, and/or professional goals and future plans.

                As an engineering major, being able to think through and ultimately develop a solution to a problem is the core of engineering. Drawing on prior knowledge and experience of others are crucial skills that all successful engineers have. Having the ability to develop these skills not only helps me professionally but also academically, where using the knowledge taught in class on assignments and projects is critical to success.

Here is an example of a composite layup part:

1. Describe your STEP Signature Project and the main activities your STEP Signature Project entailed.

For my STEP Signature Project, I participated in the Undergraduate Research Apprenticeship Program (URAP), where I spent the summer researching the foraging behavior of Yellow Perch. In addition to participating in hands-on research, I completed a 12-week research and professional development curriculum through URAP.

2. What about your understanding of yourself, your assumptions, or your view of the world changed/transformed while completing your STEP Signature Project? 

Before this summer, I felt uncertain about my future plans and how to navigate the path toward graduate school. While I was set on the idea of continuing my education in a master’s and PhD program, I didn’t fully understand what that actually meant – especially given the multitude of options within my field. Additionally, it seemed that the standard practice was to pursue graduate school immediately after completing a bachelor’s degree. Conversely, the alternative appeared to be entering the workforce to seek a more permanent position. This dichotomy created a sense of pressure to make the “right” decision, as if choosing one path would permanently close off others. Furthermore, I felt overwhelmed by the variety of opportunities and paths my degree could open up, whether in the workforce or in graduate education.

My experiences this summer, particularly through URAP’s professional development curriculum, helped me clarify my thoughts regarding graduate school and future work. My mentor offered valuable advice that resonated with me: “There’s no one right way to do it.” This perspective helped me reframe how I view my academic and professional journey; opening one door doesn’t mean closing another. It’s more important to find a graduate opportunity that genuinely excites me and aligns with my goals, rather than rushing into the first available program. Whether that opportunity appears this upcoming cycle or not, it’s okay. I am now considering taking a few years to gain experience in the field before returning to school.

3. What events, interactions, relationships, or activities during your STEP Signature Project led to the change/transformation that you discussed in #2, and how did those affect you? 

Participating in the Undergraduate Research Experience Course (URAC) and the Undergraduate Research Experience Program (URAP) was an incredibly enriching and transformative experience. Spending the summer conducting research at the Aquatic Ecology Lab (AEL), where my research took place, gave me a much clearer sense of direction both academically and professionally. Beyond the technical aspects of research, it was the mentorship and informal conversations with graduate students, post-baccalaureate technicians, and my advisor that helped guide my transformation. These interactions provided insights into the reality of research careers, what graduate school involves, and the various paths one might follow after completing an undergraduate degree.

One of the most influential parts of my experience was the graduate school application workshop hosted by my lab (AEL). This session, along with one-on-one discussions with lab members, helped me feel more confident about the graduate application process. Additionally, during this workshop, several graduate students shared their unique experiences and paths. Hearing about the different routes each individual took to get to graduate school helped me realize that “there’s no one right way to do it.” In all, reviewing sample CVs, discussing personal statements, and hearing firsthand about what to expect when applying to graduate school helped to transform my perspective and reduce my anxiety.

The URAP curriculum complemented what I learned in AEL workshops by helping me develop essential research and professional skills. Modules on information literacy, scientific writing, and communication provided me with the tools to translate advice into practice. For instance, I used feedback from resume and CV workshops to greatly improve my application materials. Similarly, learning how to write abstracts and create effective research posters enabled me to clearly share my work with both scientific and non-scientific audiences. These skills not only helped transform my perspective but also prepared me for future opportunities in academia and beyond.

4. Why is this change/transformation significant or valuable for your life? Why does this change or development matter and/or relate to your academic, personal, and/or professional goals and future plans.

Overall my summer experience has helped shift my perspective on post-graduate planning, and thus is valuable for my life. It allowed me to move away from the rigid assumption that there is one “correct” path and instead adopt a more flexible, thoughtful approach to building my career. I now feel more empowered to make decisions based on alignment with my interests and goals, rather than out of a sense of obligation or fear of uncertainty. This transformation has been foundational in reshaping my academic mindset and preparing me for a future in environmental science work.

Being part of the CREATES Fellowship has been a really meaningful experience for me. It gave me the chance to learn more about the research process while also developing practical skills like reading scientific papers, analyzing data, and presenting information in a clear way. At first, I felt a little overwhelmed trying to balance the details of my project with making sure I understood the bigger picture, but over time I became more confident in how to approach challenges. This fellowship also showed me how important collaboration and communication are in research, since sharing ideas and getting feedback helped me improve my work. Overall, I feel like I’ve grown both academically and personally through this program. It has strengthened my interest in pursuing a career in pharmaceutical research and reminded me that curiosity and persistence are just as important as technical knowledge.