10 years CGA: Faces of our programme
The year 2023 marks the 10th anniversary of the CGA as a joint venture between the International Max Planck Research School on Ageing and the CECAD Graduate School.
In this special CGA Story we take a look behind the scenes of our graduate programme and talk to some of the students, alumni and faculty members - our faces of the CGA. Check out our short interviews, which will be published regularly over the coming months and in which our members share their thoughts and insights, their hopes and aspirations, and how they look back on their time at the CGA:
Nils Rouven Hansmeier, Chiara Calabrese, Christina Klausen & Eileen Cors, Alumni of the classes 2014, 2015, 2016 & 2024
In this interview, we explore the diverse journeys of four remarkable CGA alumni - Nils Rouven Hansmeier, Chiara Calabrese, Christina Klausen, and Eileen Cors - who have each forged significant roles in the scientific community. With graduation years spanning 2014 to 2024, these graduates now contribute to cutting-edge research, innovation and science management in their respective fields. Nils serves as a Research Associate at Charité Universitätsmedizin Berlin, Chiara is a Team Coordinator for Italy Support at Miltenyi Biotec in Bergisch Gladbach, Christina is a Postdoctoral Researcher at the Institute of Innate Immunity in Bonn, and Eileen is a Scientific Coordinator for the iHEAD Research Initiative at the University of Cologne. Join us as they share insights into how their CGA experience has shaped their careers and equipped them to tackle the challenges of the scientific landscape.
How did you find the job you currently have?
Chiara: I joined Miltenyi Biotec in 2021, initially as Global Technical Support Flow Specialist. It was in the middle of the COVID pandemic, and I was applying for jobs in biotech and pharmaceutical companies. During my search, a former colleague from my PhD studies contacted me and told me that her team was urgently looking for someone. I submitted an application, and she recommended me to the hiring manager.
Afterward, I went through the standard interview process and got the position. In less than a year, I was promoted to Team Coordinator for Italy Support, also at Miltenyi Biotec. What helped me get this promotion was my participation in various projects, networking, and maintaining a positive and proactive attitude.
Which skills gained during your PhD do you consider most beneficial for your current role?
Eileen: During my PhD within the CGA, I developed several key skills that are essential to my current position as a scientific coordinator of the iHEAD research initiative. Critical and analytical thinking enables me to handle complex challenges and devise effective solution strategies. Agile project management, which I acquired through the Fast Forward course of Mind Matters, allows me to efficiently manage shifting priorities and timelines, while coordinating several research & administrative projects at the same time. Additionally, the resilience and communication skills I gained during my PhD, helps me today to stay adaptable and focused when facing obstacles and communicate empathically with all parties involved.
What do you believe helped you the most in securing your current job?
Christina: What helped me the most in securing my current position was learning how to stay organized. During my PhD in Bonn as part of the CGA, I had to frequently travel between Bonn and Cologne, which required me to efficiently structure my days and experiments. I also began helping with lab organization during my PhD, which further developed my organizational skills and project management abilities.
Now, at the Institute of Innate Immunity, I work as a scientific manager, assisting students and PIs in keeping the lab organized and running smoothly. The support from my PI was also invaluable in helping me find a job that suits my personal needs as a mother while still allowing me to be part in science.
When you think back to your good old CGA and PhD days, what lessons can you take from that time and how have those lessons affected you?
Nils: Reflecting on the CGA and PhD days brings mixed emotions of challenges and personal growth. One key lesson is the importance of resilience. Juggling coursework, research, and personal life taught me how to adapt and stay motivated even when things got tough. This resilience has become a core part of my approach to problem-solving.
Another significant lesson was the value of collaboration. Working with peers and mentors showed me that diverse perspectives enhance creativity and understanding. This has influenced how I engage with others, encouraging open dialogue and teamwork in any project I tackle.
Lastly, the emphasis on critical thinking and analysis has shaped my ability to evaluate information thoughtfully. It instilled a sense of curiosity and a desire to dig deeper into subjects, which continues to drive my learning and engagement with new ideas. Overall, those experiences laid a solid foundation for my ongoing journey.
Sarah Denzel, Alumna of class 2013
Sarah Denzel is an accomplished alumna of the CGA class of 2013. During her PhD, Sarah welcomed her first child—an experience that deeply shaped her journey through academia and life. Today, she is a Senior Project Manager at biomodal Ltd. in Cambridge, UK, where she navigates her professional career while raising her family. Sarah will share her insights on balancing the demands of doctoral research with family life and offer a glimpse into her work and life in the UK.
Can you share how you managed the challenges of becoming a mother while pursuing your PhD? What helped you balance both roles?
Being a PhD student and being a parent are, of course, both very demanding and I remember being more tired than ever in my life. Fortunately, the experimental part of my PhD had progressed enough that I could focus on writing up my results during maternity leave and the first weeks of returning to work. Becoming a mother also aided me in finishing my PhD though. Life in Science can lead to a feeling of being "not enough" or an imposter in many students, certainly in me. In combination with the high expectations I have from myself, I was standing in my own way to wrapping up my studies. Having my son plucked me out of my rabbit hole and gave me a wider perspective. It also led to a much more practical approach and a "getting stuff done" -superpower. The importance of a supportive partner, friends, family and colleagues needs to be mentioned in this answer as well - they were my tailwind.
What were your next career steps after your PhD? How did your PhD help you in your current job?
I missed real teamwork during my PhD - Working towards a joint goal, sharing success and drawbacks. Additionally, I like to hold many threads, pull people together and support others. This made me think I would enjoy a role in project management. Luckily, I was right. My first role was at the CECAD and the university hospital Cologne, supporting diverse EIT Health projects. After relocating to the UK, I made the move from academia to industry where I am managing product development projects. My scientific education is essential for this role, as I understand the goal of our projects and the impact our products can have on research - this is a strong motivation. Importantly, having experienced the ups and downs of a scientist's life, I know what progress looks like in research, I appreciate the challenges and successes and can relate to the team. Beyond that, doing a doctorate teaches inquisitiveness, motivating yourself and people around you, tenacity and not giving up when experiencing setbacks. All of it makes me good at my job today and helps me to really enjoy it.
Since moving to the UK about two years ago, how has the transition been for you and your family? What are the biggest differences you've noticed in work and daily life?
I always liked the excitement of change and I was pretty optimistic about our move. Of course, it wasn't without challenges and the major one was faced by our kids: They didn’t speak any English at the time we arrived here and starting nursery and school was rough for them during the first weeks. But kids will often impress us and it didn't take ours long to adopt not only English as a language but a British accent. The biggest difference between our life now and the one back in Germany isn't really due to country of residence. The UK doesn't give Germans that much of a culture shock after all - although British people are really intensely polite… It is more the result of the conscious decision to live in the countryside compared to the city centre - we now have a dog and chickens, but also two cars instead of bikes with a trailer. And, most of all, exchanging academia for a BioTech start-up had an impact on my work life. It now comes with tight deadlines, closely monitoring progress and a very fast pace, but also with clearer feedback and development opportunities, and true team work. I like it :)
Serena Salman and Moritz Kroker, CGA Student Representatives
The CGA student representatives are elected by the student body every year. They help all CGA students, communicate their needs and organize events. This year, Serena Salman and Moritz Kroker, who joined the CGA as doctoral researchers in 2022, represent the CGA students.
Could you tell us more about what you do as CGA student representatives?
Serena: Being a student representative is an incredible opportunity to make our voices heard and represent the best interests of our fellow students. It's about actively participating in shaping our community. One of the key roles we play is in the recruitment of new CGA students. We ensure that the choices made reflect the best interest of the student body.
We also organize "Student Feedback Sessions," where every CGA student has the chance to present their work and receive constructive feedback from peers. We're always open to hearing suggestions from our fellow CGA students and committed to bringing those ideas to the coordination team.
Moritz: We also listen to the problems and suggestions students have and try to implement these changes into the CGA. For this we attend the steering committee meetings with the heads of the CGA. Beyond academics, we organize social activities for all CGA students like the annual summer party which are good opportunities to meet and talk to fellow students.
Serena: Together, we can ensure that our experience is the best it can be.
What prompted you to volunteer as CGA student representative, did you have a specific goal in mind?
Moritz: Since I was already part of the CGA, since I started my Master at the University of Cologne with the CGA Master fellowship, I went through all the possible positions a CGA student can have. Therefore, I thought my experiences and insights into the CGA could help new students to get a good and smooth start into their PhD and Master programs. Additionally, I see the role as a CGA representative as a chance for myself to grow personally and professionally and to develop new skills.
Serena: For me, it's a bit funny because I decided to join somewhat last minute. What really drove me to run as a candidate was looking at the CGA student representatives from the past few years. I couldn't help but notice that international students seemed underrepresented. I believe it's really important to recognize the different opinions and perspectives that international students bring. Creating an inclusive environment where all voices are heard and valued is very important to me. By advocating for better representation of international students, I hope we can build a more inclusive and supportive community for everyone.
In your time as CGA student representative, you have probably learned a lot about the organizational aspect of the CGA. As representative, you likely also listen to the worries of many different students and try to improve the CGA experience. Do you now have some general advice for all CGA students?
Serena: First and foremost, remember that you are capable of making your own decisions. Your voice matters, whether it’s about your project, the program, or broader issues like politics. Each of us brings unique perspectives and value to our program, university, and the scientific community. Additionally, it's crucial to prioritize your mental health. Regardless how deeply passionate you are about science, maintaining a healthy relationship with your work is key to sustaining motivation and energy. It’s also so important to build a small community of people who are there to support you in the good & rough times. We're all in this together, and by supporting each other, we can make our CGA experience even better.
Moritz: My advice for students would be to use the CGA network more actively. We are around 40 students that are all in the same stage of their career and can relate to many problems that arise during that time. Additionally, the connections with other CGA students that can be built during your PhD years can function as a bridge for collaborations between different labs and also enrich our scientific development.
Katharina Witt, Class of 2021
Katharina, you joined the Cologne Graduate School of Ageing Research (CGA) in 2021 as a member of the class of 2021. Over the past few years, you've participated in numerous CGA events and almost completed your mandatory workshop curriculum.
What aspects of the CGA curriculum do you find most beneficial for your current project and also for your personal and professional development?
The CGA curriculum offers a wide array of workshops and events, making it difficult to pin down just one aspect as the most beneficial. Among my favourites is the workshop series on Poster Presentation, Writing, and Career Development. These workshops were invaluable when preparing for a decisive conference: They equipped me with the skills to write a well structured and interesting abstract, design and present a poster, and network with other scientists. Those workshops directly contributed to my success at that conference, where I effectively communicated my research and thereby secured a collaboration in the U.S.
Additionally, the Fast Forward Project Management Workshop was instrumental in enhancing my project management skills, essential for managing my PhD project, working in a team and supervising students. The workshop also taught me effective time management and strategies to combat procrastination, especially when challenging times were ahead. Now I know how to align my tasks with my personal productivity patterns throughout the day — a real game-changer for my research efficiency and an enjoyable time off.
In the first year, there are numerous curricular events for CGA students. How did you manage to balance the demands of the curriculum with your personal research goals and timelines?
Balancing the curriculum with personal research goals was initially challenging. However, exchanging experiences with peers and talking openly with my colleagues and PI about my schedule proved helpful as they responded with the support or understanding I needed. Also, independently from the CGA curriculum, there are always more and less stressful times in the course of a PhD. Recognizing the “waves” of stress, I learned to work with these cycles, tackling tasks during high-energy periods and taking breaks during less stressful times, allowing to rest and prepare for the next "sprint". This approach helped me maintain motivation and effectively manage my to-do list. Also, accepting that sometimes things don't go as planned and adapting to new approaches has been crucial in maintaining balance and progress.
A crucial part of the mandatory curriculum are the annual reports and Thesis Advisory Committee (TAC) meetings, which aim to provide regular and independent scientific guidance during your PhD. How do these reports and TAC meetings influence your research progress and direction?
At first, the thought of yet another meeting on my schedule and writing the report while running experiments in the lab was daunting. However, I quickly realized the value of these reports as they streamlined the process of e.g. writing abstracts and designing conference posters. In hindsight, the reports saved me a lot of time as I already had a good structure and detailed content at hand. Also, I practised writing on the go - an important skill of a scientist.
The TAC meetings provided fresh perspectives and expert feedback, significantly shaping my project by offering solutions to complex issues.
My most recent TAC meeting was particularly memorable. As I approach the final year of my PhD, the TAC members were incredibly supportive, helping me focus on the critical experiments needed to wrap up my project. Their collaborative spirit, even joining in some experiments, provided both practical support and a motivational boost.
Is there anything else you wish to mention about your experience with the CGA curriculum? Anything that stood out or any memorable moments you would like to share?
Of course! I would like to highlight the immense support from fellow CGA students, especially my classmates and other CGA students from my lab. We are all going through the similar experiences and exchanging those is always interesting, funny, or might cheer you up in challenging times. Being part of the CGA provided me with this amazing community.
Additionally, the CGA Coordination has been incredibly supportive, always offering an open ear for any issues, whether personal or work-related. They are doing a great job in guiding all the CGA students effectively through the program, always with a smile on their face.
In that line, my favourite event is the yearly Graduate Symposium, especially now that I had the pleasure of organizing it. You get to see the amazing science your friends and colleagues accomplished in their PhD and how they finally graduate in a festive event. It's a fantastic opportunity to celebrate the amazing scientific achievements of friends and colleagues as they graduate. The day is filled with engaging project discussions, delicious food, celebration and, of course, a lot of fun.
Astrid Schauss, Head of the CECAD/CMMC Imaging Facility
One of the many things that make the Life Science Campus Cologne an excellent research location in the field of ageing research are the core facilities, which can be used jointly by scientists from the various associated institutes and thus make cutting-edge services, techniques and equipment available to a large number of researchers. Astrid Schauss is the head of the CECAD/CMMC Imaging Facility and gives us an insight into the "core of the CGA”:
What are core facilities and why are they important for the science community?
Core facilities are central technology platforms with equipment, expertise and methods that are available for all researchers of a certain institute or campus-wide. Experienced experts provide their service on different stages of the experiments, including design, method, sometimes sample preparation and data analysis on a partial cost recovery basis.
Core facilities have become very popular at universities and research institutes over the last decades for a number of reasons. The techniques in many areas, such as omics, but also light and electron microscopy and many others, are becoming increasingly complicated and diverse, and the equipment more and more expensive. Different devices are often required to answer scientific questions, purchases that individual groups are often unable to afford. In addition, the expertise provided by doctoral students or postdocs in individual research groups is subject to a high degree of fluctuation, which means that equipment is often poorly maintained after a certain period of time and is only available to a small number of people. In technology platforms, a large number of different devices are offered to a broad range of researchers and the knowledge is passed on directly to the next generation through facility staff scientists. The devices are regularly maintained so that the research data is more reliable for everyone. A major plus point is the expert advice and support provided for projects, as researchers are unable to familiarize themselves with all the complex techniques in depth. Ideally, there is a close exchange between research groups and technology platforms in order to jointly establish and further develop new techniques. Even if technology platforms represent a considerable cost factor for the university and research institutes due to the personnel required, the acquisition of expensive, state-of-the-art equipment and their service costs, their advantages make them the best alternative both scientifically and financially.
What excites you most about working in research and running the imaging facility at CECAD?
When I think back to my early childhood, I was always the one asking a lot of questions about why things are the way they are and how things work in detail. During my studies in biology, I already preferred to work at the interface between research and technology. Although I chose mitochondrial dynamics as my field of interest, I never felt that it was the only topic I wanted to learn more about. After my postdoctoral period, I was given the opportunity to help set up the CECAD imaging facility, which has steadily grown to its current state. I find it particularly exciting to be able to gain in-depth insights into many very different subject areas and projects, and to be able to explore the research and development of new technologies every day. I really enjoy the mix of new topics and the opportunity to help our researchers with their experiments. This work would not be so enjoyable without the freedom and independence that CECAD gives me here. Most importantly, it is our fantastic team that makes working in my lab such a pleasure.
What motivates you to work with young scientists?
Working with a crowd of young and ambitious scientists is a lot of fun. They come up with exciting new ideas and are bubbling over with enthusiasm. What I enjoy a lot as well is that they often come from all different parts of the world. A big potpourri of cultures, traditions, languages and individuals coming together, all driven by science. What a working environment!
Syed Musa Ali, CGA Master Fellowship Programme
In addition to the PhD programme, the CGA also offers a Master Fellowship programme for students with a BSc degree who wish to start their MSc studies in Cologne and are interested in the field of ageing research. One of our Master Fellows, Syed Musa Ali, who was awarded a CGA Master Fellowship in 2023, talks about his application, his first months in Cologne and his experiences as a CGA Master Fellowship holder:
Could you tell us about your experience of transitioning from a bachelor's degree to a Master programme at the University of Cologne? How were your first months in Cologne, could you share some memorable moments?
Transitioning from a bachelor's degree to a master's program at the University of Cologne was both exciting and challenging. Academic demands increased, needing higher levels of critical thinking and research skills. My first months in Cologne were spent exploring, adapting to a new city, and making friends. Discovering the city's rich history and taking part in cultural events such as the Cologne Carnival, were all memorable experiences.
What motivated you to apply for the CGA Master Fellowship Programme? After a few months as a Master Fellow, what are some of the key benefits and opportunities you’ve enjoyed as part of the programme? Can you tell us about your involvement in scientific and social activities within your mentor’s group?
I applied to the Cologne Graduate School of Ageing Master Fellowship Programme out of my passion for studying ageing-related diseases and my desire to contribute to the field. As a Master Fellow, I've gained access to cutting-edge research resources, networking opportunities, and mentorship from esteemed faculty. Within my mentor's group, I've actively engaged in scientific discussions, research projects, and social activities, fostering a dynamic academic environment.
How has this involvement shaped your understanding of ageing research and potential areas for future PhD study? What are your plans for your next steps during your Master studies and perhaps beyond?
My involvement in the Cologne Graduate School of Aging has deepened my understanding of aging research and has illuminated potential avenues for future PhD study, focusing on understanding and enhancing stem cell function in aging. During my Master studies and beyond, I intend to further explore this area, aiming to contribute to advancements in understanding and potentially intervening in age-related functional decline in stem cells.
What advice would you give to future Bachelor graduates who are considering applying for a master's degree and finding a suitable programme? Do you have any advice for students considering applying for the CGA Master Fellowship Programme?
For future Bachelor graduates considering applying for a master's degree, I advise looking for programs that offer opportunities for research, networking, and personal growth. Specifically, for students considering applying for the CGA Master Fellowship Programme, I recommend emphasizing your passion for ageing research and highlighting any relevant experiences or skills. Additionally, be prepared to engage with faculty and peers, as collaboration and actively participating in research are key aspects of successful application for the fellowship.
Daria Wnuk-Lipinski & Lucie Stamm, CGA Alumni Mentoring Programme
The CGA supports its doctoral researchers throughout their PhD. Along the way, one of the most pressing questions is: What comes next? To facilitate this decision and give the doctoral researchers a glimpse into life after the PhD, the CGA offers a mentoring program: CGA alumni coach current CGA researchers. Daria Wnuk-Lipinski (doctoral researcher of CGA class 2019) and Lucie Stamm (alumni of CGA class 2013, product manager at Miltenyi Biotech) participated in the mentoring. This is what they say about it:
Daria, why did you decide to join the CGA mentoring, and why did you choose Lucie as your mentor?
Daria: I decided to join the CGA mentoring program to gain insights into life after completing my PhD. The program offered a unique opportunity to learn from someone who has walked the path I’m embarking on. I picked Lucie as my mentor because her role as a product manager at Miltenyi Biotech resonated with my interests and career goals. I was eager to learn more about aspects like the role as a product manager at Miltenyi Biotech, the application process, and the company itself. This exploration aimed to help me better understand this career path and find out if it could be a suitable option for my future career steps.
Could you describe your CGA mentoring process? What is different for you now after the mentoring with Lucie?
Daria: The mentoring process involved written interactions and meetings where Lucie shared her experiences, offered guidance, and helped me explore potential career paths. In addition, Lucie also connected me with another colleague in the company who works in a field more closely related to neuroscience. This gave me an additional resource to reach out to for insights. After the mentoring, I feel more confident and informed about my career choices. Lucie’s insights, along with the opportunity to connect with her colleague, have given me a clearer perspective on what to expect and how to prepare for life in industry after my PhD.
Lucie, how did you feel when Daria approached you for the CGA mentoring? Why did you accept to become her mentor?
Lucie: When Daria approached me and asked if I could mentor her, I felt honored. I remember very well how I felt during my PhD project and how valuable tips and insights from more advanced or former PhD students were for me. This is why I was happy to be Daria's mentor.
Not too long ago, you were a doctoral researcher at the CGA. How do you think an alumni mentor could have helped you at that time?
Lucie: When I was a doctoral researcher, I knew well about career options in academia but not so much in industry. What different jobs are out there for biologists and how does the day-to-day business look like? Talking to someone from that field would have helped me to not feel so intimidated and also to start growing a network outside academia.
Do you have any tips for future CGA mentors or mentees who would like to participate in the future?
Daria: Be proactive and open. Take this opportunity to learn about the job market and gain insights from people already working in your field of interest. If you’re unsure about anything, don’t hesitate to ask for help. The mentoring program is a great platform to explore and find a job that truly matches your interests. My goal was to learn, grow, and make informed decisions about your future career path.
Lucie: My advice would be to use every opportunity to connect and to grow your network. Whether as mentee or mentor, it is very helpful to stay well connected with your CGA students because you share so many experiences.
Thank you for your insights, Daria and Lucie!
Carien Niessen, Co-founder and Head of the CGA from 2013 - 2018
What was your original vision for the CGA?
The original vision was to establish a graduate program that provides broad interdisciplinary training on the biology of aging and aging-associated diseases that attracts the best students from different disciplines and different places of the world. Now that I see how the CGA has developed and what has been achieved over the last 10 years, I am really proud and happy that I was able to help with the first steps, set the direction and share my vision.
Looking back, is there a special or funny anecdote about CGA from the early days/years?
One thing I always liked and thought was special and worked from the start was the recruitment week: Students who came from all over the world enjoyed the program and quickly bonded through the PI poster session, the BBQ and the evening social events.
I also enjoyed hearing what the students were doing and what their backgrounds were. Some of them had interesting hobbies, e.g. being a radio presenter and connecting communities, being very good at parcours, or enjoyed other exceptional leisure activities.
Another time, I joined the group of students during the recruitment week for the Dom rooftop tour - it was amazing! However, when we arrived, we found out the lift was out of order, so we had to climb the stairs. It was a struggle, but eventually, we made it to the top, where we enjoyed a magnificent view of the city.
Julia Zielinski & Daniela Morick, CGA Coordinators
Daniela, you started working as a CGA coordinator in 2014, Julia in 2019. Can you share some memories from your past years in the programme?
Daniela and Julia: For us, the most memorable moments with our students are when they start, at the CGA Welcome Days, when we get to meet all these excited, diverse and super interesting people from all over the world. Throughout their PhD projects we have numerous valuable interactions with the students and classes such as individual counseling sessions, networking BBQs or summer parties. Another highlight for us is also the Graduate Symposium, where we have the opportunity to see these same students, now as independent researchers, each with unique talents and stories to share. One class created a custom-made quartet game for us, which consisted of a card for each class member showing off their abilities and superpowers. Not only was it a truly kind gesture but also a really enjoyable game!! Overall, it is always amazing and heartwarming for us to see our graduating class and we are so proud of all our students, especially on THEIR graduation day.
What motivates you most and what do you enjoy most about your job? Have there been times or occasions that you would like to forget?
Daniela and Julia: Well, let's start with the things that can sometimes be really difficult: as coordinators, we sometimes feel like jugglers who have to keep one ball in the air after the other. Not letting one of the balls slip out of our hands is a real challenge and can be overwhelming at times... On the other hand, there are several situations where we can assist and support our students: Moments when people leave our office with a smile on their face, relieved and confident to take their next steps, those moments really show us that our work has meaning and purpose.
Do you think you need specific skills and interests to work as a coordinator in science management? What would you recommend to a student interested in this type of job?
Daniela and Julia: We think it helps not to lose your head when there are several events to organize, a million projects in the pipeline and you have to manage different deadlines with different people at the same time... haha! Knowing the scientific landscape in Germany and Europe also helps a lot, as does staying curious and eager to explore new ways of thinking and learn from other people. In general, it helps to be emphatic, diplomatic, patient and understanding when managing projects with PIs, students and other coordinators. A job in science management, especially as a graduate school coordinator, has many facets and you can be very creative and really use your individual strengths for this kind of work: You need to organize events and manage projects, take care of public relations, support students in organizing their curriculum and also mediate in conflict situations. In addition, it is a good feeling to have a colleague who has your back. We think you can best focus on your strengths and interests by sharing the work, just as we do.
Harshita Kaul, Class of 2019
It's been 4 years since you started your PhD at the CGA. Do you still remember how it felt to start a new life in a new place, city and even country?
The sheer combination of emotions that I went through while starting the new phase of my life felt so alive that I still remember and revel in it today! I was excited about starting a new adventure to unravel the depths of science. There was also the feeling of being the “garlanded heifer”, a poetic term W.H. Auden uses to describe a cow that is decorated and waiting to be sacrificed to the gods. Maybe you know this very feeling? It’s when you have voluntarily signed up for a journey of sacrifice and you know that while the start is exciting, the ride will be rough and tough, and yet, you walk through it with confidence and smiles! My eyes sparkled with the dream of doing great science. Of course, there was a hint of fear and anxiety lurking, wondering “what if this doesn’t work out?”. Leaving my comfort zone and getting used to a whole new culture was also unsettling. For example, my typical Indian nods used to confuse people who weren't sure if I agreed with them or disagreed! In the midst of all these emotions, what was grounding was the realization that people were basically nice - they're just different and have different ways of expressing themselves. CGA's support system was a big grounding force since I had so many more colleagues and friends who were all going through the same experiences.
You must have experienced a lot over the past few years: Would you like to share some funny moments, some hiccups or lessons learned?
Yes, absolutely! For me, the funniest moments were when I very confidently said “I think I am doing this experiment for the last time!” … And then I kept doing it over and over and over… Also, I ended up laughing about working with fat tissue – that squishy jelly mass would randomly fly out of tubes during homogenization and stick to me! Bloopers like these have plagued my PhD!
For me, the PhD journey has been as much about philosophy as it has been about science. What I learned was to let go of expectations and let the project lead the way instead of me dictating what it should be. In the end, I must humbly admit, I had a very fulfilling experience during my PhD. The thing that worked for me was adaptability to failure and strategizing at every step to brighten the small light that showed up. Usually, the results were completely different from what I expected, but at each step, I found something new to chase. Interesting discoveries came our way when I did that fearlessly, without losing sight of the bigger picture. In the end, I can testify that science responds once you've tried everything you can and have not given up. I basked in this purity of scientific justice when all the dots got connected in the end, almost magically. To make sure that I stuck on until the end, having a Plan A, Plan B,… and Plan Z always helped. I believe that a PhD can break you to the core, until you only have upwards and onwards to go. It definitely takes its toll on your psyche and then again moulds you into a balanced state. Ultimately, a PhD can also be a beautiful saga about embracing light and darkness alike!
Now you are about to graduate: congratulations! What are the next steps for you, do you have any plans? Also, if you had to start your PhD all over again, knowing what you know now: What would you do differently? What advice would you give to new PhD students, sharing your "almost-graduate wisdom"?
For the next phase of my life, I'd like to work in public health and policy design, something that combines my scientific passion and community-based work. It's my dream to be able to engage with grassroots health issues and develop human-centric solutions.
In all honesty, I wouldn't change anything about how my PhD journey turned out. Looking back, it was a fairly balanced PhD journey for me, with a genuine acceptance that lows and disappointments are a very integral part of the process. Finding your individual work-life balance is definitely something I would advise new PhD students. Exploring the diverse aspects of your personality helps maintain sanity. In some cases, it's hard to maintain a "balance" and I believe it's also okay to give your all to one or the other, as long as the tough phase is followed by a rejuvenation phase. Work-life integration can work great too. At least it worked well for me and helped me maximize my output from any activity or experiment.
As a PhD student, I think it's important to acknowledge and "feel" all the feelings that come up during your journey - no matter how intense these emotions are. Awareness about the fact that there will be unhappy moments can prepare you to face it with strength and to stay as detached as possible, while keeping the ball rolling. And I must mention, this learning is an iterative process and it can take multiple trials to get ingrained into your system. A very relevant piece of advice I want to share is to remember that our PIs are humans too. I have seen a lot of PhD students struggle because they are affected by the behavior of the PIs. Letting go of the expectations of how your PI should behave goes a long way. Being compassionate and honest with them and accepting them with their flaws helps maintain a detached and elegant demeanor. I know this isn't talked about openly a lot and it might be an unpopular view. But this detached outlook allowed me to appreciate people for who they are, set healthy and professional boundaries, and maximize the output of our interactions, all while maintaining empathy and love. I find this particular piece of "almost graduate wisdom" the most relevant to keep in mind during the tough PhD times. Ultimately, the PhD journey is about managing our emotions and aligning with a balanced and better version of ourselves vis-à-vis science! Realizing this was a great highlight of my PhD.