We have worked with the Sir Paul Callaghan Academies and the Roadshow Trust to offer “zero course fees” and schedule significantly more Academies.

What is the Sir Paul Callaghan Science Academy?

Teachers play a key role in cultivating students’ curiosity about the world around them. Since 2012, the Sir Paul Callaghan Science Academy has been developing ‘champions of science’ for New Zealand primary and intermediate schools.

The Academy sessions consist of a intensive four-day professional development programmes that are free* for nominated teachers of Years 1–8 students. Participants are nominated by their schools for their potential to develop new science teaching initiatives and inspire and mentor their colleagues, and in turn their students.

The participants hear from a host of skilled presenters and guest speakers on a range of science teaching themes, such as the nature of science, investigative skills, hands-on skills, science for citizenship, and the interconnected nature of science.

The programme doesn’t end with the course. The website allows alumni to continue to share ideas and experiences and Academy staff remain in contact to support graduates. As participant Janine Fryer of Pukekohe Intermediate says, “It...resparked my love of teaching and also provided me with an ongoing resource bank to share with my colleagues and students.”

* Individual schools will still need to pay teacher release time (if any), accommodation, travel and meals.

This year's Academy datesDates 2017>>

Who was Sir Paul Callaghan?

Sir Paul Callaghan was a New Zealand physicist who, as the founding director of the MacDiarmid Institute for Advanced Materials and Nanotechnology at Victoria University of Wellington, held the position of Alan MacDiarmid Professor of Physical Sciences and was President of the International Society of Magnetic Resonance.

Sir Paul was President of the Academy Council of the Royal Society of New Zealand (RSNZ), a founding director and shareholder of Magritek, a technology company based in Wellington that sells nuclear magnetic resonance and MRI instruments. He was a regular writer and public speaker on science matters.

His 2009 book, Wool to Weta: Transforming New Zealand's Culture and Economy , dealt with the potential for science and technology entrepreneurialism to diversify New Zealand's economy.

In 2001 Sir Paul was made a Fellow of the Royal Society of London and appointed a Principal Companion of the New Zealand Order of Merit in 2006. In 2007 he was recognised with a World Class New Zealander Award and was knighted on 14 August 2009. In 2010 he shared the New Zealand Prime Minister's Science Prize and the next year he was named Kiwibank's New Zealander of the Year.

Visit the Academy website to find out more

The Participatory Science Platform in South Auckland has just opened its latest funding round to support local projects that strengthen connections between communities and science and technology.

Community groups or their science/technology partners can apply for up to $20,000 funding per project, from a total of $148,000 for the region for 2019.

Expressions of interest are accepted at any time, with full applications due by 5pm Friday 22 February 2019.

Projects that receive funding must be completed by 30 November 2019.

The funding initiative, also known as SouthSci, is managed by Sarah Morgan.

"Previous projects have gone on to do brilliant things in their communities, particularly as a result of working with local council and industry partners that they met through SouthSci," she says.

"This year I would love to see applications from projects with very young children (pre-school) and projects with young people who have left school but not gone into work, further study or training (NEETs). I’d also love to see projects planning innovative community communication methods – more art in science, please!"

SouthSci is one of three region-specific Participatory Science Platform funding initiatives, with the other two based in Otago and Taranaki. The timing of this funding round does not apply to the other two regions.

The Participatory Science Platform comes under A Nation of Curious Minds – He Whenua Hihiri i te Mahara, the Government’s strategic plan to encourage all New Zealanders to get engaged with science and technology.

Get in touch with Sarah Morgan or visit the SouthSci website for more information.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

What do you do on an average work day?

The great thing about working at Whittaker’s is that every day brings something different. I start my day with emails and then head to the development lab where I catch up with my team and discuss the projects we are currently working on. 

I will then catch up with the Production team, especially if we have a new product coming through the factory as it’s my job to communicate the right information to all departments.

I always do my tasting and modification work at 11am before I get my morning coffee so that my taste buds haven’t been affected. I start to feel a bit peckish at this time too which makes me appreciate tasting Whittaker’s world-class chocolate even more. When tasting a lot of chocolate as I do, you become very good at recognising the finer flavours. After ten years in the job, I am still happy to eat Whittaker’s chocolate every day!

What did you study at school? And after high school?

I enjoyed all the science and mathematics subjects in high school, especially biology because I had a great biology teacher who filled me with confidence. I remember wanting to learn about dissection and the various organs in a mammal, so I took a dead lamb into the school from my farm and my biology teacher dissected it while we watched.

After school, I went to Massey University and did a BSc majoring in Zoology/Ecology, and after that I was off to Otago University to study a GradDip in Microbiology.

Back then, I think I was still confused about what part of science I enjoyed. I didn’t know a food technology degree existed until I had already started studying at Massey. By this stage, I was enjoying my general science degree so chose not to transfer. It was only after university that I realised I wanted to work in the food industry.

So after five years in the UK, I decided to go back to University, achieving my MSc in International Nutrition and Food Processing from Oxford Brookes.

Was your study directly related to what you do now?

Yes definitely, all three of them.

Having a general understanding of chemistry is helpful when considering how various ingredients will interact with each other. I use my knowledge of microbiology when working within the quality and food safety standards of our factory and designing new products to fit, and I use my food processing knowledge when developing new products and producing them in the factory.

During factory trials, having a good understanding of mathematics, physics, and engineering is helpful. I am lucky to work with a very talented team of engineers and other food scientists who I enjoy brainstorming and problem-solving with. I am always learning something new with each new product and my colleagues bring their knowledge and expertise to each project.

What would you like to share with young women who are thinking about their career choices right now?

Do your research, take advantage of careers advisors available and take part in work experience days. There‘s so much information available now, allowing you to make more informed decisions.

If you find you have a passion for a subject and enjoy doing it, then you will do well – so make sure that’s a top priority when deciding.

Don’t give yourself a hard time if you’re not sure what you enjoy yet, and use high school to investigate what you like and what you don’t like – as working out what you don’t like can actually be very helpful.

What are some of your career highlights so far?

I was selected to represent a New Zealand Contingent of Food Industry professionals to attend a two-week food processing/bio economy/Innovation tour of Europe with FRIENZ (Facilitating research & innovation cooperation between Europe and New Zealand) in 2013, then again in 2015. I was also the winner of the 2013 MPI award for Excellence in Innovation from the NZIFST (New Zealand institute of Food Science and Technology).

Another highlight for me was attending a residence course in Confectionery Technology at the University of Wisconsin – Madison in 2017. On this course, I learnt from other specialists in confectionary technology, as well as being fortunate enough to experience an American University.

I work alongside a great Marketing team and I have been lucky to be part of some of the fantastic things they have achieved over the years, NZ Marketing awards, Most Trusted Brand awards, and the various campaigns, launch events and public relation opportunities.

Being part of a family owned company, I get to work with a great family who have owned the company for over 120 years, and a team who is passionate about making world class chocolate – and, of course, getting to eat delicious Whittaker’s Chocolate every day.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? 

STEM subjects are critical for the innovation and manufacturing industry. The increasing world population will continue to put pressure on food production and New Zealand has the potential to play an important role in this.

New Zealand has a competitive advantage in the global market space, added value products are a space we can play in, and the ‘Manufactured in NZ’ title is a desirable attribute in the overseas markets.

Why is it important to have more women working in STEM?

The more diverse a workforce, the better for innovation – this is a well-known fact.

It is the responsibility of my generation to encourage young women to consider all careers, and to let go of the stereotypes that men and women are better at certain roles – it is the individual, not the gender.

If we support young women with good mentorship, good advice, and most importantly promote confidence, we will see more women working in this area.

Megan is New Product Development Manager at J H Whittaker and Sons, where she creates new flavours for Whittaker's chocolate.

This profile is part of our series of girls and women in STEM.

Participants of Curious Minds-funded projects have been appointed as ambassadors to share their stories and expert advice with others.

People wanting to run community science/technology research and engagement projects now have peer support, mentorship and a community of practice that they can tap into.

All the ambassadors are also keen to share their knowledge about and enthusiasm for science engagement with others – including communities who want to learn from the ambassadors' experiences.

The ambassadors are available to participate in events/activities anywhere in Aotearoa New Zealand. Examples include (but are not limited to):

• a Skype/Zoom connection into a classroom or community group;
• judging a local or school event;
• providing mentorship;
• attending an workshop, conference or event about outreach, science communication or participatory science ;
• giving a talk about their work, an area of research, public engagement or participatory science.

People wanting to run community science/technology research and engagement projects now have peer support, mentorship and a community of practice that they can tap into, thanks to the newly launched ambassadorship programme that runs until 30 June 2019.

All the ambassadors are also keen to share their knowledge about and enthusiasm for science engagement with others – including communities who want to learn from the ambassadors' experiences.

The ambassadors are available for events around Aotearoa – including videoconferencing into classrooms or to community groups, judging a local event, attending an activity, conference or workshop, and giving talks.

The new ambassadors are:

• Tarayn Zeier (Dawson Primary) – various projects, including the wētā DNA project .
  Local to: Auckland.
  
  
• Barbara Anderson (Ahi Pepe MothNet) – Ahi Pepe MothNet project .
  Local to : Otago.
  
  
• Karen Pratt (South Taranaki Underwater Club) – Project Reef Life project .
  Local to: Taranaki.
  
  
• Andy Crowe (Ngahere Communities) – Hangatanga (building) with recycled plastic project.
  Local to : Auckland.
  
  
• Gustavo Olivares (NIWA) – various projects, including the air quality early childhood education project.
  Local to : Auckland.
  
  
• Alicia Evans (Fisher & Paykel Healthcare) – various projects as the Fisher and Paykel Healthcare PSP mentor programme co-manager.
  Local to : Auckland.
  
  
• Matt Stephenson (Fisher & Paykel Healthcare) – various projects as the Fisher and Paykel Healthcare PSP mentor programme co-manager.
  Local to : Auckland.
  
  
• Clare Cross (Orokonui Ecosanctuary) – various projects, including the Open VUE (Valley Urban Ecosanctuary) project.
  Local to : Otago.

All the ambassadors have all been involved in, or are currently involved in, projects supported by the  Participatory Science Platform (PSP) and/or the  Unlocking Curious Minds contestable fund.

They are supported in their ambassador roles by the National Coordinator of the PSP, Dr Victoria Metcalf, and the three regional managers for the PSP: Dr Sarah Morgan (South Auckland), Josh Richardson (Taranaki), and Dr Craig Grant (Otago).

Contact Victoria Metcalf  if you would like to learn more about the ambassadorship programme or to get in touch with one of the ambassadors.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

Eve Kawana-Brown (Massey University) – various projects, including the Schoolyard Blues cheesemaking project .
Local to : Taranaki.

Alicia Evans (Fisher & Paykel Healthcare) – various projects as the Fisher and Paykel Healthcare PSP mentor programme co-manager.
Local to : Auckland.

Matt Stephenson (Fisher & Paykel Healthcare) – various projects as the Fisher and Paykel Healthcare PSP mentor programme co-manager.
Local to : Auckland.

Clare Cross (Orokonui Ecosanctuary) – various projects, including the Open VUE (Valley Urban Ecosanctuary) project.
Local to : Otago.

Nick Pattison (Ormiston Junior College) – various projects, including the Healthy Homes, Healthy Futures mould in homes project.
Local to : Auckland.

All the ambassadors have all been involved in, or are currently involved in, projects supported by the  Participatory Science Platform (PSP) and/or the  Unlocking Curious Minds contestable fund.

They are supported in their ambassador roles by the National Coordinator of the PSP, Dr Victoria Metcalf, and the three regional managers for the PSP: Dr Sarah Morgan (South Auckland), Josh Richardson (Taranaki), and Dr Craig Grant (Otago).

Contact Victoria Metcalf  if you would like to learn more about the ambassadorship programme or to get in touch with one of the ambassadors.

 

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

What do you do on an average work day?

I’m self-employed, which means that no two days are the same – sometimes I’m working on a specific project for a client, which usually means I go into their office or labs. On other days, I might be researching topics for my next book, or writing an article for an outlet.

I’m an early riser, so on work-from-home days, I start off by going to the gym at about 6am. I check my emails as soon as I get back, and update my list of priorities for the day before hopping in the shower. I’m lucky enough to have a dedicated office in my home, so my desk is always ready for me.

I usually start the day by logging on to Twitter. I use the site a lot – some might say too much – but it’s a ‘place’ that I really enjoy spending time. My corner of Twitter-land is filled with a fantastic, supportive community of scientists and science communicators who share stories from all over the globe. It also lets me reach lots of non-scientists too, and is an important outlet for my work.

Anyway, once I’ve caught up on that, I start on my tasks. Like all jobs, writing can be tough sometimes, especially when the words just won’t flow, or if you’re dealing with a really complex topic. I spend a lot of my time reading research papers and interviewing scientists about their work, and then trying to translate what I’ve learned into something interesting and engaging.

I tend to really bury myself in my work, so I don’t take as many breaks as I probably should. Like most people who work for themselves, I don’t have a particularly good work-life balance! But I do always stop to have dinner with my husband. He’s also a physicist, and works at a big engineering consultancy firm here in Wellington.

I like to read in the evenings – I think all writers are bookworms – and I try to be in bed by 11.

What did you study at school? And after high school?

I went to school in Ireland, which has a different education system to New Zealand. We had to study twelve subjects for the first three years of secondary school – in my school, the compulsory ones were English, Irish, Maths, Civics and PE. I also did Science, History, Geography, Business, Art, French, and Further Maths. After the Junior Certificate (a set of national exams that you take in all subjects), we moved into the Leaving Certificate cycle. There, we picked seven subjects to focus on for the final two years – mine were English, Irish, Maths, Physics, Chemistry, History, and French. I also did Further Maths outside of school for one year.

Then, I went to university – Trinity College Dublin – where I studied for my four year double-degree in Physics and Astrophysics. After that, I moved to London to do my masters in Space Science and Spacecraft Technology at University College London.

Studying science is one thing, but I didn’t actually learn how to be a scientist until I joined the Functional Materials team at the National Physical Laboratory (NPL). My seven years there were among the happiest of my life.

Was your study directly related to what you do now?

Yes and no. What a lot of people don’t realise is that scientists spend huge chunks of time writing – it might be papers or reports, proposals, applications or conference presentations. So if you’re a good writer and enjoy the process, it’s a big plus. Certainly, my writing skills were seen as an advantage in my research career.

My scientific training changed the way I see the world, and despite not working in the lab now, that has never wavered. I know how to ask good questions, and I can do the research needed to find the answers.

The fact that I’m a trained scientist definitely helps when I’m interviewing people – knowing that I speak their vocabulary helps them to relax. They can trust that I’m there to learn something, and to understand their research – I’m not interested in hype.

My first book, Science and the City, was a directly inspired by some of the research I did at NPL. It looks at the hidden science, engineering and technology that keep our cities moving, and it’s stuffed full of cool materials! My next book, Sticky, is set to be even more linked to my scientific training – it’s all about surfaces and the forces that act on, and between, them. Think ‘everything from ice to geckos’ and you've got the idea.

What would you like to share with young women who are thinking about their career choices right now?

Know that no career decision is truly irreversible. Plans alter, interests grow, priorities are ever-evolving, and so are you.

Rather than worrying about what you want to do, which path you should take, or what career you’re aiming for, focus on the things you enjoy, the things you want to learn more about, and the type of person you’d like to be.

For example, do you enjoy travelling? Do you like working with people? Are you good with your hands? Are you a natural with numbers? Remember, most of tomorrow’s jobs haven’t been invented yet! So, if you follow a path led by your passions, you won’t go too far wrong.

When I was looking at university physics courses, I could never have imagined that, one day, I’d write a book that would be published worldwide. Luck played a big part, but following my instincts and interests, and saying ‘yes’ to opportunities definitely helped. Having said that, if I could live my life over, I think I’d have done an apprenticeship before going to university.

What are some of your career highlights so far?

I was lucky enough to be granted a scholarship from the Irish government in my third year of university and I spent a summer studying at the Kennedy Space Centre.

I also loved building pieces of scientific equipment while I was at NPL – seeing something through from a concept to a physical bit of kit that could be (and was) used by other scientists was incredibly satisfying.

And, of course, publishing my first book in 2016 and all of the amazing opportunities that it led to.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? 

Every aspect of everyday life is shaped by science. The smartphone that wakes you up in the morning, the pasteurised milk that you add to your imported coffee, the air you breathe as you sweat at the gym, the train that carries you to your destination, the streetlights that guide you home at night. All of these are enabled by fundamental chemistry, biology, physics, engineering and maths.

Yes, it’s possible to live in that world without speaking the language of science, but everything is so much brighter and more interesting when you can. Being able to understand how something works just changes your view on, well, everything.

We’re also at a critical point in human history – climate change is no longer a far-off threat. We’re feeling the impacts of it here and now, and we already can pinpoint many of the causes. And yet, despite this knowledge, New Zealanders are buying more cars than we did ten years ago, we’re eating more meat and dairy than ever before, we use water and electricity without thinking, and discard waste as if it goes to a magical place called ‘away’, rather than to landfill.

Science tells us that our behaviours need to change, but too many of us just put our fingers into our ears in the hope of blocking that reality out. A more scientifically-engaged public would definitely be a step in the right direction.

Why is it important to have more women working in STEM?

It’s very simple. Science does not sit in isolation from the wider world – is a part of it. So, I believe that those working in science should also reflect our society.

In other words, it should include people from as diverse a spectrum as possible, because with that comes strength. It brings new viewpoints and experiences, new ways of thinking. It makes us questions the falsehoods that have become part of today’s societal narrative, and pushes us to ask bigger and braver questions.

Women have always played important roles in STEM, and have always been just as capable as men. It’s just that, for much of history, their contributions were ignored or deliberately written out. Women like Caroline Herschel, Lise Meitner, Barbara McClintock and Mary Jackson made significant impacts on the world, but many people have never heard of them!

For all those interested in women in STEM, I highly recommend reading Inferior, a genuinely life-changing book, written by Angela Saini. You can thank me later!

Laurie is a physicist-turned-science writer originally from Ireland, but now based in Wellington. You can follow her on Twitter: @laurie_winkless

This profile is part of our series of girls and women in STEM.

The students are Liam Hewson (left) from King’s High School in Dunedin and Cian Hinton (right) from John Paul College in Rotorua, both of whom have just completed their final year.

Liam was selected for his long-running science project on whether mānuka inhibits microbial activity. He reviewed existing research and then worked with scientists at the University of Otago who advised him on how to design his investigation.

After initial experiments where he compared different chemotypes (chemically distinct entities), Liam found a significant difference between two extracts and the remaining extracts. The two extracts with a much greater antibacterial effect turned out to be kānuka, a related species to mānuka. His study did show, however, that mānuka in Dunedin does have a small antibacterial effect.

“I really enjoyed researching this topic and have learnt a great deal about mānuka," Liam says. 

Cian has researched, designed and tested a hydro-electric generator, which is an entirely original design, for more than five years and with over 14 different concepts. His interest and curiosity in this field of physics and engineering was borne from his idea that electricity should be able to be generated in the same way that charged particles are accelerated around the Large Hadron Collider in Geneva, Switzerland. 

Cian would love to see his generator provide universal access to electricity in third world countries for use in medical care and communication.

Both Liam and Cian will be showcasing their research alongside hundreds of students selected from Taiwan and other countries, including Hong Kong, Australia, South Africa, Mexico, Canada, Malaysia, China and Indonesia. After a day of judging, an open day is organised so that the public can come and view all the projects. This will include many school students from the surrounding areas in Taipei.

The participants will attend a formal welcome dinner and undertake some sightseeing trips in Taipei as well as visiting the famous night markets.

The Talented School Students Travel Award, operated by Royal Society Te Apārangi, is part of the Curious Minds suite of programmes and invests in innovative projects that encourage communities to embrace science and technology.

Find out how to apply for 2019 - applications close Thursday 14 March 2019.

The latest batch of projects in Taranaki have a strong environmental thread, from measuring estuary health to sustainably powering electric vehicles.

“This year’s projects span a diverse and interesting mix of scientific disciplines including estuarine ecology, hydrology, soil science, conservation science, and renewable energy engineering,” says programme coordinator Josh Richardson at Venture Taranaki.

“What is really heartening is the prevalence of projects focused on our environment and testing ways in which technology could help us better protect it.”

Projects are conceived, developed and proposed by the communities who will undertake them, usually driven by challenges or problems those communities see around them. The Taranaki Participatory Science Platform (PSP) then matches these groups with scientific or technical experts to help them progress the project.

“A fantastic example of this is the project by Ngamatapouri School, which is located 43km up the Waitotara Valley," Josh says. "The school, of just eight students, is tackling the risk of flooding in the valley through using technology to develop flood warning systems. This will help their community better prepare for when the Waitotara River level rises to dangerous levels - which is frequently.”

Taranaki is one of three regions where the Participatory Science Platform has been operating since 2015, with a total of 40 projects funded to date. This initiative is part of the Curious Minds suite of programmes and invests in innovative projects that encourage communities to embrace science and technology.

Project details:

Te Āhua o ngā Kūrei - Te Rūnanga o Ngāti Mutunga
Te Rūnanga o Ngāti Mutunga will carry out a comprehensive assessment in the Urenui and Mimitangiatua estuaries, with the aim of measuring the current health of these estuaries. The project will identify current and future threats that may impact on the health of these important coastal areas. Te Rūnanga o Ngāti Mutunga are doing this work with support from the Taranaki Regional Council and the Clifton Community Board and will be working with students from Uruti, Mimi and Urenui Schools.

Ngamatapouri School Waitotara River Monitoring – Ngamatapouri School
The Ngamatapouri School Waitotara River Monitoring Project gives students the opportunity to work with scientists and integrate technology to investigate and monitor the changes of the Waitotara River over the course of a year. Students will design, build and trial a device to remotely monitor water levels to provide early warning of floods to the school and local community.

Healthy Living Soil Project – Organic Farm NZ Taranaki/Whanganui
The Healthy Living Soil Project is a collaboration to investigate the benefits of incorporating a scientific approach to the way we grow our food. Participants in the project - local small-scale growers, community groups and horticulture students - will gain a better understanding of their soils and how to grow healthy living soil that fosters optimal food production. With food and food science being key areas focus for Taranaki’s economic development, the outcomes of the Healthy Living Soil Project could have a big impact on growers and gardeners around the mountain.

I Whio that I could live here - Te Korowai o Ngāruahine Trust
This project is a collaboration between Te Korowai o Ngāruahine Trust, Manaia and Auroa Primary Schools, Ngāti Tū and Ngāti Haua hapū, Taranaki Mounga, Taranaki Regional Council and Fish and Game. It weaves mātauranga (knowledge, wisdom, understanding, skill) and science with a focus on the hauora (health, vigour) and wairua (spirit, soul) of the Kaupokonui River. The investigation will explore, measure and understand the health of this river along the upper, middle and lower reaches, spanning both it's cultural and ecological significance, and seek ways to restore the river to a standard that is fit for our native taonga (treasure), the Whio.

Fish food and fringes – MAIN Trust NZ
Analysing the restoration work on Taranaki’s riparian margins and wetland ecosystems, students will monitor invertebrates and vegetation, and record environmental factors at their site. The project will generate biodiversity records to measure changes over time, an important factor in gauging the success of habitat restoration. Students will work alongside restoration practitioners and learn about the important work that is being done to restore these important sites. 

Sustainable energy generation for use in electric vehicles – New Plymouth Girls’ High School
This project is a collaborative pilot between students, parents, teachers and the local community to investigate innovative and environmentally sustainable energy generation for use in electric vehicles. Generation methods will be evaluated in a school-based setting that can then be put into future full-scale implementation at Tohonohono Marae, which is situated in the school grounds.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

What did you study at school? And after high school?
I’ve always had broad interests. At school I studied Calculus, History, Chemistry, Māori and Music; English and Biology were my favourites though. After high school I did my undergraduate BSc majoring in Biotechnology and Political Science. Since then I have completed an Honours project in 2014, followed by a Masters by thesis in 2015, both in Cell Biology.

Was your study directly related to what you do now?
Yes, in a way. Although my PhD project is more basic biology than the clinical and applied case studies we learnt about in my biotechnology degree, lots of general biological knowledge is applicable and very relevant. And although each thesis project I have done was new, the lab techniques and skills I have picked up over the years I use all the time in my current research. The politics major I don’t use right now, but hopefully one day I can use that aspect of my interests too.

What would you like to share with young women who are thinking about their career choices right now?
I would count myself as one of those thinking about career choices as well, since I have only just started my PhD. I haven’t made any concrete decisions on where I will end up, because if life so far has taught me anything, it’s that sometimes opportunities you never even considered appear in front of you. What has served me well so far is just following my interests and not letting myself be dissuaded from things I know I want to do, even if it doesn’t seem to form a coherent job skill set. Although I find it difficult, networking is one thing I’ve found invaluable. You never know what you’ll learn if you just talk to the people around you. Make an effort to step outside your comfort zone; be open to learning, new skills, new groups of people, and opportunities will find you.

What are some of your career highlights so far?
I wouldn’t say I’m even in my career yet, but I do have some highlights. For instance, completing my MSc thesis at the beginning of this year (2016) was pretty amazing, it felt wonderful to have a tangible body of work that I had done myself. Another highlight was attending a conference a couple of months ago, it was exciting to feel like a real grown up scientist and to talk one on one with amazingly smart people about their research.

Why do you believe engaging in STEM – whether it’s working in the field, studying it or just educating one’s self around the issues – is important to New Zealand?
I’m biased because I love science, but there are objective reasons why it’s important. STEM is critical to New Zealand not just because it’s important to the world in general, although it is. Progress in STEM is one good way to diversify our economy and avoid being left behind in our rapidly changing world. We have a lot of great scientists in this country, but we could do more to build the industry so that our brilliant minds that have gone overseas for work have options to come back to. In addition to that, I think science engagement and education is crucial, not just for encouraging new up and coming STEM’ers, but also for the general public. Because science and science issues permeate so much of the world: the products we use, the technology and infrastructure of our lives, the policies we debate, it’s so important that everyone has at least a foundational science literacy.

Why is it important to have more women working in STEM?
We need more women in STEM because, as we all know, women make up a smaller proportion of STEM jobs than our proportion of the population, and diversity of people is a good way to encourage a diversity of ideas and ways of addressing problems, which is of course crucial in STEM. The proportion of women in science is getting better, but the problem of underrepresentation is by no means solved. For instance, although in some areas of STEM, such as my own area of biology, the undergraduate population is sometimes dominated by women, this is not reflected at the higher levels. Nearly 70% of the senior academic staff in my school are male. In other areas of STEM, like engineering and computer science, the ratios are way worse. I really hope that eventually this will become more even.

Georgia (Carson, PhD Candidate in Cell and Molecular Biology, School of Biological Sciences, Victoria University of Wellington .Ngāti Whakaue) is a PhD Candidate in Cell and Molecular Biology at the, School of Biological Sciences, Victoria University of Wellington .

This profile is part of our series of girls and women in STEM. 

Stink bugs are one of the biggest and trickiest threats to Aotearoa New Zealand’s fruit industry, with thousands of the critters being caught arriving into our country each year.

This means it’s critical that all New Zealanders work together to keep them out and stamp them out – and that's where Creepy Crawlies meets Primary Production comes in.

Led by Steve Pawson at Scion, this project has enabled hundreds of primary school students to explore pest management and biosecurity in a truly interactive way, while fostering greater connectivity between schools, scientists and local businesses in the fruit industry.

“The students received hands-on House of Science pest management and biosecurity learning kits, which they worked through in their classrooms, followed by a visit from Scion scientists,” Steve says.

Kaitao Intermediate kaiako (teacher) Taki Roberts says Creepy Crawlies has really caught the interest of her tauira (students).

“The House of Science kits are just fantastic – they really engaged the kids. Once they were talking about it, their understanding of science just grew and grew.

“The second stage – when scientists visited the school – was absolutely brilliant. The kids learned how to identify trees and how diseases can affect them, and also what pests are bad for the environment. They’re much more conscious of pest bugs now.”

The project then finished with a major highlight for everyone – a field trip to Trevelyan’s Pack and Cool in Te Puke for Kaitao Intermediate, Te Rangihakahaka, Rotorua Intermediate and Kaingaroa Forest School.

At Trevelyans, the students did activities designed to teach them about the science behind protecting New Zealand’s primary industries such as kiwifruit production.

Aleise Puketapu, entomologist (insect scientist) at Plant & Food Research, says the potential arrival of stink bugs in New Zealand could do major damage to our most iconic fruit.

“In Italy, they’re losing 30% of their kiwifruit crops due to the Brown Marmorated Stink Bug. So we really don’t want it here.”

Stink bugs are so-named because they create a pungent odour that smells like coriander to defend themselves against predators.

As well as becoming ‘certified Stink Bug finders’ by searching for fake Stink Bugs in a kiwifruit orchard, the students explored using drones to spray orchards and protect them from bugs, weed and disease.

The tauira and kaiako also toured a pack-house to see how avocados, another fruit threatened by stink bugs, are inspected and graded.

“Bringing them out to a working pack-house and cool-store means they get to see how the science actually applies in real life,” Steve says.

“The trip also helped raise awareness of career options in the fruit industry, including scientific roles, and I hope these students will be inspired to consider being scientist that support New Zealand’s fruit growing industry.”

Taki says that the project has helped her tauira think about science differently.

“For our kids, anything to do with the environment is great for them and we’ve really loved learning through science. They’ve also learned that science isn’t just about the environment – it’s so broad and relates to pretty much everything, including how they prepare food and when they are playing.”

About the project

Creepy Crawlies meets Primary Production is run by Scion in partnership with House of Science, with support from the Unlocking Curious Minds contestable fund, the Biological Heritage Challenge, HorticultureNZ, Kiwifruit Vine Health, Zespri, Heli-Resources and Trevelyans.

Photos supplied by Biological Heritage Science Challenge, Kiwifruit Vine Health (stinkbug image - courtesy of Mike Lewis UC Riverside) and Scion. Source story supplied by Biological Heritage Science Challenge.

Unlocking Curious Minds

Unlocking Curious Minds supports projects that excite and engage New Zealanders who have fewer opportunities to experience and connect with science and technology.

Find out more

What do you do on an average work day? 
He aha tō mahi ia rā, ia rā?

I don’t think I have an “average” work day – every day is different! Most days, after walking the dog and making sure the kids are awake and starting to get ready for school, I bus to my office at the Centre for Science in Society at Victoria University of Wellington. Yesterday I spent five hours in a Antarctic Science Platform workshop with scientists and stakeholders from around the country, then raced to a meeting with two science communication students. In my lunch and morning tea breaks – and once I was home – I managed to deal to a few emails (while twice as many as I dealt with came in), have a few text conversations with my colleague Rhian Salmon, and write an abstract and biography for a talk I’m giving next month. My ideal day would always involve some writing time but that’s not always possible, so I tend to binge write when I get the chance.

What did you study at school? And after high school? 
I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

In my senior years at high school I studied English and maths and all the sciences on offer: biology, physics, chemistry. But my “best” subject was English, and I didn’t quite know what I wanted to study at university, so I took a year off, and trained as a meteorological technician for the MetService. The next year I started Victoria University where I worked towards a BSc in geology followed by an honours year in physical geography. I loved studying earth sciences but needed a break from university and that’s when I started working as a science writer, which was my focus for more than a decade. I was in my 30s, and pregnant with my first child, when I started a PhD in the history and philosophy of science (three children, two books, and nine years later I finished it). And then in 2017 I did an MA in creative writing at the International Institute of Modern Letters. Before I started my PhD I did some papers towards a BA … who knows, perhaps I’ll finish that one day. 

Was your study directly related to what you do now? 
He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Well, I am working with a lot of earth scientists on both the NZ SeaRise programme and the Antarctic Science Platform, I’ve published books, given lectures, and am supervising a PhD on the history of science in New Zealand, and my next book is a creative non-fiction work I started during my MA, so yes, very much so. 

What would you like to share with young women who are thinking about their career choices right now? 
He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

When I was in my early 20s I started writing lists of what I wanted to do – and they always had “go to Antarctica in a professional capacity, get a PhD, and publish a book” on them. I was in my early 40s before I’d achieved those things, but I think it was really helpful to have some long-term goals, things I was really passionate about doing. But one key thing was I didn’t have a “career pathway” set out – I knew (to some extent) where I wanted to go, but I didn’t have any fixed ideas about how to get there. And that’s where the fun comes in … I think it’s important to be open to opportunities. When these opportunities come up, ask yourself if they’ll take you closer to or further away from where you want to go. In the medium term, if you’re planning on going to university, make sure at least part of your programme of study (preferably most of it!) is something you think is fun and super interesting. University is a chance to get in depth with something that you’re really interested in, I don’t think you should think of it as training for a job – you’ll probably end up in a job you’d never imagined anyway. 

What are some of your career highlights so far? 
He aha ngā painga o te umanga e whāia ana e koe?

Where do I start? Camping in the transantarctic mountains? Snorkelling with Galapagos sharks next to Raoul Island? Collecting floating pumice from a recently erupted underwater volcano? Being a science writer has given me the opportunity to visit some incredible places. A definite highlight for me was visiting Antarctica for the first time in 2011, on an Antarctica New Zealand media programme. The following year, I got to travel, on the HMNZS Canterbury, to the Kermadec Islands with a group of scientists sponsored by the Pew Environment Group. I’ve been back to Antarctica twice since. I’m a nervous traveller – flying in a giant cargo plane to the bottom of the planet, and being confined to a ship for 12 days do cause a bit of anxiety – but they were wonderful adventures. But by the time I started getting opportunities like these (I wish they’d come when I was younger!) I had young children, so it’s always a juggle and a fair bit of guilt about leaving them at home while I travel.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand?  
He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

As citizens, we have decisions to make about some really important issues facing our future, around climate change, new technologies, and more. Science doesn’t necessary have all the answers, but it’s got a big role to play: we need scientists working on these problems, and we need citizens who can engage in meaningful debate and make informed decisions. 

Why is it important to have more women working in STEM?
He aha te take me whai wāhi ngā wāhine ki STEM?

If we want science to be involved in tackling important global, national and local issues, we need a diverse range of experiences and perspectives and voices in the debate. We need to do more than get “more women” into STEM, we need to ensure we’re creating workplaces and discussions that don’t exclude or intimidate people because of their gender, ethnicity, cultural identity, disability or sexual identity.

What do you do on an average work day?
He aha tō mahi ia rā, ia rā?

I don’t think I have an “average” work day – every day is different! Most days, after walking the dog and making sure the kids are awake and starting to get ready for school, I bus to my office at the Centre for Science in Society at Victoria University of Wellington. Yesterday I spent five hours in a Antarctic Science Platform workshop with scientists and stakeholders from around the country, then raced to a meeting with two science communication students. In my lunch and morning tea breaks – and once I was home – I managed to deal to a few emails (while twice as many as I dealt with came in), have a few text conversations with my colleague Rhian Salmon, and write an abstract and biography for a talk I’m giving next month. My ideal day would always involve some writing time but that’s not always possible, so I tend to binge write when I get the chance.

What did you study at school? And after high school?
I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

In my senior years at high school I studied English and maths and all the sciences on offer: biology, physics, chemistry. But my “best” subject was English, and I didn’t quite know what I wanted to study at university, so I took a year off, and trained as a meteorological technician for the MetService. The next year I started Victoria University where I worked towards a BSc in geology followed by an honours year in physical geography. I loved studying earth sciences but needed a break from university and that’s when I started working as a science writer, which was my focus for more than a decade. I was in my 30s, and pregnant with my first child, when I started a PhD in the history and philosophy of science (three children, two books, and nine years later I finished it). And then in 2017 I did an MA in creative writing at the International Institute of Modern Letters. Before I started my PhD I did some papers towards a BA … who knows, perhaps I’ll finish that one day.

Was your study directly related to what you do now?
He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Well, I am working with a lot of earth scientists on both the NZ SeaRise programme and the Antarctic Science Platform, I’ve published books, given lectures, and am supervising a PhD on the history of science in New Zealand, and my next book is a creative non-fiction work I started during my MA, so yes, very much so.

What would you like to share with young women who are thinking about their career choices right now?
He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

When I was in my early 20s I started writing lists of what I wanted to do – and they always had “go to Antarctica in a professional capacity, get a PhD, and publish a book” on them. I was in my early 40s before I’d achieved those things, but I think it was really helpful to have some long-term goals, things I was really passionate about doing. But one key thing was I didn’t have a “career pathway” set out – I knew (to some extent) where I wanted to go, but I didn’t have any fixed ideas about how to get there. And that’s where the fun comes in … I think it’s important to be open to opportunities. When these opportunities come up, ask yourself if they’ll take you closer to or further away from where you want to go. In the medium term, if you’re planning on going to university, make sure at least part of your programme of study (preferably most of it!) is something you think is fun and super interesting. University is a chance to get in depth with something that you’re really interested in, I don’t think you should think of it as training for a job – you’ll probably end up in a job you’d never imagined anyway.

What are some of your career highlights so far?
He aha ngā painga o te umanga e whāia ana e koe?

Where do I start? Camping in the transantarctic mountains? Snorkelling with Galapagos sharks next to Raoul Island? Collecting floating pumice from a recently erupted underwater volcano? Being a science writer has given me the opportunity to visit some incredible places. A definite highlight for me was visiting Antarctica for the first time in 2011, on an Antarctica New Zealand media programme. The following year, I got to travel, on the HMNZS Canterbury, to the Kermadec Islands with a group of scientists sponsored by the Pew Environment Group. I’ve been back to Antarctica twice since. I’m a nervous traveller – flying in a giant cargo plane to the bottom of the planet, and being confined to a ship for 12 days do cause a bit of anxiety – but they were wonderful adventures. But by the time I started getting opportunities like these (I wish they’d come when I was younger!) I had young children, so it’s always a juggle and a fair bit of guilt about leaving them at home while I travel.

Why do you believe engaging in science, technology, engineering and maths (STEM) – whether it’s working in the field, studying it or just educating one’s self around the issues – is important to New Zealand? 
He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

As citizens, we have decisions to make about some really important issues facing our future, around climate change, new technologies, and more. Science doesn’t necessary have all the answers, but it’s got a big role to play: we need scientists working on these problems, and we need citizens who can engage in meaningful debate and make informed decisions.

Why is it important to have more women working in STEM?
He aha te take me whai wāhi ngā wāhine ki STEM?

If we want science to be involved in tackling important global, national and local issues, we need a diverse range of experiences and perspectives and voices in the debate. We need to do more than get “more women” into STEM, we need to ensure we’re creating workplaces and discussions that don’t exclude or intimidate people because of their gender, ethnicity, cultural identity, disability or sexual identity.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

Every day is different - although they all start with coffee!

Building a molecule is a lot like doing a jigsaw puzzle, except you also have to go on a treasure hunt to find the pieces, and you don’t know what all the pieces look like, you just know the final picture they need to make.

So sometimes I need to spend a whole day looking through literature, seeing what pieces are already out there that I could use, and other times I’ll spend the whole day in the lab trying to connect the pieces together, or making new pieces.

I then use a spectroscopy technique called NMR (nuclear magnetic resonance) which works a lot like an MRI does except it visualises molecules instead of people, to check I’ve made the right structures. This is always exciting.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

I didn’t grow up in a position where I could stay at school, I needed to work so I left school at 15.

However once I was 21 and could get into uni as an adult student without NCEA, I took a chemistry, physics and biology paper in my first semester and fell in love with chemistry so I’ve been doing that ever since. I’ve always loved science, art and conservation, and chemistry combines all three - especially organic chemistry.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Definitely! I structured my degree in a way that gave me the maximum amount of chemistry courses, specifically courses with practical research opportunities relating to organic synthesis - which is what I do full time now for my PhD.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

A lot of us struggle with imposter syndrome and self-doubt, and I think as wāhine we are great at making up reasons for why we can’t do something - but they’re not true.

If you are passionate about something, you deserve to pursue it and the field will benefit from having you.

It won’t always be easy, but there are so many wonderful people who are in or have been in the same position - so build a network around you of mentors, friends, mentees, and you won’t have to do it all on your own. He waka eke noa - we are in this together.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

I think when you come into a career from the background I did as a school drop-out, everything feels like a highlight.

Passing every exam, learning every new lab technique, finishing the degree, finishing honours. Everything step feels like a massive achievement and you don’t take anything for granted.

In saying that, a huge highlight was being selected as part of Team Kiwi for the fourth Homeward Bound Program. I get to share this one-year leadership journey with five other amazing Kiwi wāhine in science, and 95 female scientists from 32 other countries and the last month is actually spent in Antarctica together.

It still seems like some kind of surreal dream.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

Even if someone isn’t going to become a 'scientist', everyone deserves to be able to make informed choices and understand the decisions being made around them that affect them.

We are battling some big challenges. Climate change, antibiotic resistance, our current reliance on finite resources like fresh water and petroleum, the approaching food crisis. Many of these dilemmas require advancements in STEM fields to solve. They also require the entire public to be on board, so we can all work together to help limit the damage and buy us more time to develops solutions.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

I think it’s important to have as much diversity as possible so STEM fields can benefit from a larger range of perspectives and ideas.

Woman are hugely underrepresented, especially at higher levels of STEM academia and in leadership and decision-making positions. The same goes for indigenous people and people who come from low socioeconomic backgrounds, and these perspectives are also needed.

Of course the latter two groups also include women, so hopefully by having more women we also increase the number of people from these underrepresented backgrounds too.

Lilly (Taranaki Tuturu, Ngāi Tahu) is a Māori PhD student in chemistry. Her research focusses on designing strategies to make valuable natural compounds synthetically. Currently these compounds, which may have major health benefits, can only be extracted in milligram quantities from unsustainable sources such as marine sponges or rare plants - so this work enables us to access them in usable quantities without destroying whole ecosystems.

This profile is part of our series of girls and women in STEM.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

I love my job because of the variety of tasks that I get to do, with no two days the same.

On any given day I might be working with researchers to understand current research progress and guide the direction of a project, on another working with designers to understand customer needs and translate them into engineering requirements.

Communication is also a big part of my job: from reporting back to senior executives on current product thinking and development progress, to working with customers during field tests and project installations to set expectations.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

In Year 13 I took Maths with Calculus, Maths with Statistics, Chemistry, Physics, Japanese, and Religious Studies (which was compulsory, since I went to a Catholic School). I had always been fascinated by maths and science. 

I did my Bachelor of Engineering in Computer Systems Engineering at The University of Auckland. I went on to complete both my Master of Engineering and PhD at The University of Auckland.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

My studies certainly helped me get into the industry, particularly since I started as an R&D (Research and Development) Engineer, working with cutting edge tech and inventing new algorithms. My postgraduate degrees helped me to build the skills for independent research.

As I have progressed in my career, other skills that I have learned along the way also became important.  Ultimately, a career is itself a learning process - particularly in the technology sector - so learning how to study, as much as anything else, helped me to manage new product R&D projects.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

There are a lot of opportunities in how new technologies can help shape our society, and we are only getting started! The way we work has also changed.

If I told "high school Lisa" that I would be able to do what I do today as a job, I think it would blow her mind. Same with young women at school today: the jobs you will end up doing may not even exist yet!

I would advise staying curious, learning how to use and develop new skills and knowledge, and to be brave about trying and learning new things.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

I think one of my best memories was back when I was working for a start-up, developing a driverless lift truck. The first time I rode on a truck driven using my own algorithm was both terrifying and exhilarating!

I also love talking to customers and hearing how products that I helped make have made an impact on their business, and even created positive culture changes in their workplace. It’s always a great feeling to see your work making someone else’s life easier or better.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

I believe that Aotearoa could be a world leader in technological advances, with benefits to both our society and our economy.

We already have a culture of ingenuity as a product of our isolation, crafting up creative solutions to everyday problems. If we can make STEM skills as accessible as possible to every New Zealander, we can leverage our smaller population to develop a more representative STEM sector and build solutions that truly serve and uplift our society. In achieving this, a byproduct would be opportunities for the export of digital products and skills.

Being conversant with STEM principles is also a key element of being engaged with and informed about the modern world. The more our citizens are able to embrace STEM, the more sway we will hold in a digital future.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

In today’s world, STEM is playing a huge part in shaping the way we interact with each other, and in shaping our society. It is vital that these changes are representative - that we all get a stake and a voice in these next steps forward.

Historically, there have been misconceptions about gender roles in STEM, which have led to systemic imbalances and a frequently homogenous workforce, lacking the diversity we see in society and meaning that these vital voices - of both women and minority groups - are often under-represented.

There are many amazing women working in STEM fields, but a visible imbalance remains, particularly in the technology and engineering sectors.

The research is clear: a more diverse, representative workforce is the only way to combat and eventually change implicit biases against and for different groups. Further, having a more diverse workforce also ensures that new technologies and products are accessible and beneficial to all rather than to a privileged few, which has been the status quo when less diverse workforces hold sway.

It is vitally important to have more women working in STEM because STEM encompasses and will, in part, define our collective future.

Lisa is a Product Lead at Crown Equipment Ltd, creating new robotics products for the materials handling industry.

This profile is part of our series of girls and women in STEM.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

I am a university student, so a typical work day for me involves going to my lectures and attending tutorials or labs. I can also be in the library, going over the lectures I’ve had so far, making post-lecture notes, working on any assignments, and studying.

Some days I study with my friends in a study group, which means that we meet up and discuss the week’s lectures, or go over assignments together.

In the evenings, I attend university club meetings or events, public lectures, go stargazing at the R. F. Joyce Observatory 45 minutes from where I live, or study some more.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

I have always been passionate about science, and so science-related subjects have always been a staple as a school subject. In my senior years, I took subjects like maths with calculus, physics, chemistry, digital technologies, and French. As a junior, apart from the core subjects (English, maths, science, social studies and technologies), I loved taking art, drama and French.

I knew I wanted to be an astrophysicist when I was in Year 11, and so I researched what universities in New Zealand I would go to, and what courses I could study there.

After I graduated from high school, I started studying at the University of Canterbury. I am now (2019) in my second year studying a Bachelor’s of Science degree, majoring in Astronomy and Mathematics. Last year I took courses on physics, maths, astronomy/astrophysics and programming, but this I am doing only physics and maths courses.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Taking maths, physics, chemistry and digital technologies in my senior years of high school definitely helped me prepare for the challenging university courses. I'm also finding the courses I've been doing at university so useful - for both more advanced courses and extracurricular career-related activities. 

For example, the first course on astrophysics I did laid a solid foundation for me, and helped me develop a basic understanding of the field of astrophysics, as we learnt about stellar formation, and galaxies/cosmology. Being exposed to these different subtopics in astrophysics helped me think deeply about my research interests.

The next semester, I took the ‘Observational Astronomy’ course, which was more independent as it involved me thinking of a research project, planning it, executing it, and writing presentation material on it. I wanted to learn more about galaxies, their morphology (structure), and how they are classified, and so I had to research which galaxies I wanted to observe, which telescopes at Mt. John Observatory at Lake Tekapō I wanted to use to observe my galaxies, taking a field trip down to Mt John Observatory to observe these galaxies myself, and then analysing the data and writing a report on it.

My previous knowledge on basic astrophysics helped me work on this observational astronomy course really well, and reinforced my love for astrophysics, so I became a lot more motivated in studying astronomy.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Believe in yourself!

If you are passionate about something, do some research, and talk to people in the field about your potential career – find out what your career entails, and what you need to do in your current position to get there.

In my experience, the most important thing is keeping an open mind, as you never know what opportunities can change the course of your career.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

At high school, I applied for and got selected to a few science-related camps or gatherings, such as Hands-On at Otago in 2016, where I worked on a project on Physics, Powering Potential in 2016, where my team and I worked on a project related to industrialisation, the Royal Astronomical Society of New Zealand (RASNZ) Conference in 2017, where I was one of 10 students fully-funded to attend the professional astronomy conference, and Space Camp in Huntsville, Alabama, USA, where I was one of 4 students selected from New Zealand to attend.

At university, one of my main highlights has definitely been taking the ‘Observational Astronomy’ course, as it has inspired me to do several things. One is that I am now working on becoming an ‘accredited member’ at my astronomical society so that I can use the telescopes on my own and perhaps do my observations. I am also working on a self-directed extended research project on the same topic of galaxy morphology and classification.

A few of my more recent highlights are that I spent my summer vacation (2018 – 2019) in the USA, and got an internship with an esteemed Physics professor at Brown University in Rhode Island. I am working on a research project with him. I also formed a club at my university, the ‘New Zealand Students’ Space Association: Christchurch Chapter’ and am the Vice-President. We are an academically-focused club and are working on promoting not only space science and astronomy to people, but also other interdisciplinary subjects used in the field, like geology, biology, computer science, and more. I have also started a blog, where I write about topics in science which interests me.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

New Zealand is a beautiful country. It is also a small country. I believe that by putting New Zealand on the world map, we can help our country grow. One of the best ways to do this is through STEM fields.

New Zealand has a lot of opportunities for science, technology, engineering and maths. Take, for example, New Zealand’s diverse ecosystem. A lot of researchers are deeply interested in studying the flora and fauna, the land, the ocean and the weather patterns displayed all over New Zealand. By engaging with STEM, we, as New Zealanders, can truly appreciate our country and our culture more, and have a deeper feeling of belonging. 

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

I think women are too underrepresented in STEM careers. As a young child, I aspired to be a scientist, but when I used to think of the word ‘scientist’, I would envision a white-haired old man in a lab coat, cackling madly in a lab somewhere. It was hard to imagine myself as a woman in science.

However, as I have observed over the years, there are lots of women working in STEM who inspire me a lot. I believe that it is important in the field of science for everyone’s viewpoints, on the basis of scientific merit, to be allowed to contribute for the betterment of humanity, which is why we need more passionate women in STEM!

Aayushi is a second-year undergraduate student at the University of Canterbury, studying towards her Bachelors’ of Science in Astronomy and Mathematics. She is Indian-American-Kiwi, and aspires to be a theoretical astrophysicist. 

In her spare time, she is a member of the Canterbury Astronomical Society and stargazes a lot. She is also the co-founder and Vice-President of the New Zealand Students’ Space Association: Christchurch Chapter club at her university, and in addition, she maintains a blog where she writes articles about topics in science which fascinate her.

The project inspireswill inspire school students to study science and engineering by considering the societal benefits and costs of drilling into a volcano using a 3D interactive holographic game.

Rangatahi (youth) from the towns of Ngataki and Te Hapua at the very tip of Te Tai Tokerau Northland have travelled to Tāmaki Makaurau Auckland and Pōneke Wellington as part of their year-long project exploring mātauranga (Māori knowledge) and pūtaiao (science).

The tauira (students) kaiako (teachers) and whānau have visited Auckland Museum, Kelly Tarlton’s Sea Life Aquarium, Te Papa Tongarewa and Wellington Museum, along with a special tour of NIWA’s fish collection and a field trip in Wainuiomata with experts from GNS Science.

The purpose of the project is to have Ngataki School and Te Hapua School students – the future of Ngāti Kuri – learn and understand how to be knowledge holders and kaitiaki (environmental guardians), as well as adopt roles as positive contributors to their community.

“It’s been great seeing the kids’ eyes light up with all the connections they’re making,” says Tracey Ashby, Acting Principal at Ngataki School. “Different topics interest different students so they’re all getting a great experience. They also have to use local knowledge to answer questions so this is really bringing that to life for them – it provides so much more than just reading books can do”.

Jannie van Hees, a language and childhood education specialist at the University of Auckland, says that this project is unique due to the learning being driven by the students’ pepeha (personal introductions based on identity and heritage) – including their maunga (mountains), awa (rivers), whenua (lands) and moana (sea).

“I love how they’ve taken the classroom outside – we’ve been looking at the structure, ecosystem and climate of the students’ maunga and now we’re exploring the awa,” Jannie says. “I particularly like how everyone is upholding the traditional language and knowledge of the area, while growing their scientific language.”

When the tauira and kaiako explored their local rivers, they tested the clarity, pH (acidity), temperature and the algae levels.

“I really liked going out to the awa and doing that,” says Khyah, 11, from Ngataki School. “And the awa are all pretty healthy so far.”

Classmate Elijah, 11, adds, “I liked seeing all the different species that live in the awa.”

Jordan, 11, from Ngataki School says that a highlight for him was exploring the plant archives at Te Papa in Pōneke, “It was cool seeing all the old plants and seaweed they had there.”

Te Papa scientist Andrew Stewart also took the group on a tour of NIWA’s fish archives later that day.

From deep-dwelling anglerfish, gigantic Sunfish, to the now-extinct grayling – the students saw how a vast range of fish were preserved and how they help scientists build knowledge about sea life.

The grayling, known by Māori as upokororo, is a poignant symbol for what happens when natural taonga (treasures) are not looked after by kaitiaki.

“Nobody wants to lose more native fish,” Andrew says.

The group then made their way to NIWA's office in Hataitai to explore other sea creatures that had been preserved by scientists, including a giant sea louse, corals and kōura (crayfish).

Visiting Te Papa's and NIWA's archives also complemented the group’s earlier trip to Maitai Bay in Te Tai Tokerau.

At Maitai Bay, the tauira, kaiako and whānau explored and observed the area by snorkelling and sketching or writing down what they could see, smell, hear, taste and feel.

They also listened to kaitiaki Whetu Rutene talk about why there is a rāhui (restriction/ban) on fishing in that area for the next two years and the research that is happening there.

“As Māori we walk into the future backwards,” says Ngāti Kuri kaumatua Pene Waitai.PeneWaitai.“So looking at what our ancestors and what scientists already know can help these kids look after our future.”

About the project

Ngā kaitiaki o Ngāti Kuri – Our Future Scientists is run by Ngataki School in partnership with Te Hapua School, with support from the Unlocking Curious Minds contestable fund.

Unlocking Curious Minds

Unlocking Curious Minds supports projects that excite and engage New Zealanders who have fewer opportunities to experience and connect with science and technology.

Find out more

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

It’s hard to characterize an average work day, since it can be very different for me, depending on what I am focusing on.

I spend good chunks of my time at sea, in the lab, doing data analyses, writing papers or proposals, or in the inevitable meetings.

Currently I take part in every step of the research process.  I go to sea on research vessels, usually R. V. Tangaroa, and collect zooplankton samples, do experiments, and measure carbon export [how much the ocean captures and stores carbon dioxide gases].

The average day at sea is quite different from the average day on land.  We have 12-hour working days, and they can be quite full-on.  Net sampling, processing samples, CTD (conductivity, temperature, and depth) sampling and filtering, filling in log-sheets, and entering/processing data make the days go quite quickly.  I also get the chance to work my close colleagues, so I enjoy my time on the ship. 

On some trips, like on my last voyage (SalpPOOP, see below), I get to work with old friends from my doctorate years!  It’s fun that my friends from my university years are now my colleagues, and we get to continue to see each other (despite being so far away) because we share our passion for the ocean and plankton.

Back on land I usually have a slew of samples I need to analyse.  Days in the laboratory can also be quite long and intensive, since typically I need to prepare instruments, get filtered sea-water or other chemicals (depending on what I’m doing), and samples collected during oceanographic voyages are usually in the hundreds.  Still, the laboratory is where I get to see the samples up-close, see what zooplankton critters where present at the time we were out there, or how much these animals were feeding on phytoplankton.  Seeing the whole process through makes me confident in the quality of my data.

Once the samples are processed, I get to do the data analyses and the paper write-up.  To some degree, this is my favourite part of the process, because everything comes together.  It can feel a bit like detective work, because the results and conclusions of the data – in particular when it’s environmental data and not from specific experiments – may not be obvious and require numerical and statistical analyses for interpretation.  I find this work extremely fun, challenging, and where I get to display the most creativity.  There are so many ways of looking at data, analysing it, and tying in the results with other studies/measurements taken at a similar time.  I get to really think about the role of zooplankton, how it affects the food-web, carbon export, and the ocean in general.  It’s quite fascinating, really.

Finally, sometimes I get to do additional fun stuff like outreach.  For instance, last week I spent my work day up north, with students of Leigh school, telling them about my most recent sea expedition, the SalpPOOP voyage, as part of our Curious Minds project.  We also talked about the mobile application we are all collaborating on, to track salps around New Zealand and the VR (virtual reality) experience being developed by AUT where you can swim with salps!

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

In my high school in Argentina, we could choose between three orientations (Science, Humanities, or Economics), and I obviously chose the scientific line, but before that all our classes were pre-determined.  As part of that I got to study math, physics, chemistry and biology, but I also had a fair share of philosophy and psychology. 

I then went to University in Tucuman, Argentina, where I majored in Chemical Engineering.  However, my real passion was biology, so I transferred to the United States to finish my studies with a B.A. in Marine Biology and a B.S. in Molecular Biology.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

In general yes, although in much broader terms.  I am a scientist and oceanographer, so my high school gave me the tools to prepare me for this path but didn’t cover the specific topics I study today (I grew up in a land-locked province in Argentina). 

What I studied as part of my chemical engineering major, which was focused on math, physics and chemistry, also contributed to the tools I use today for conducting my research.  The second half of my university studies in the US were indeed directly related to my career today.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Pay attention to what you love doing, but also to what you believe in doing. 

There will always be things about your job that you will not like, and every day might not include the tasks that bring you joy, but I find that because I deeply believe in the need and importance of what I do, that it makes all the tedious parts of the job OK. 

I worked briefly for a company in which my hard work only resulted in greater profit for the company and had no real positive impact on the world.  I find as a scientist that my hard work at research, as well as the things I do for free (such as reviews, outreach and media communication) are things I believe in deeply, and justify the tiredness at the end of the day.  The days I also get to do the parts of my job that I love are thus double satisfying.

Also think about the lifestyle that your career will give you. It's very important to make sure the things like the working hours, vacation, social interactions (to name a few) of your job are consistent with what you need.  Some people need more structure or more flexibility in their work time and types of activities, and some jobs offer more or less ability to balance a family.

Finally, it is hard to find the job that balances your passion, offers an adequate income, and the right lifestyle. Try and talk to as many women as you can in different professions and jobs, to get an accurate idea of what you might be in for, and what each career can offer.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

The first grant I got with collaborators in the US was to expand a method to study the energetic importance of unicellular (single-celled) zooplankton to larger zooplankton like copepods and krill. With the experiments I conducted, I found that just one amino acid can be used to trace this elusive food-web pathway.  It was a real highlight for me at the time, because it proved that I was capable of formulating scientific questions and projects that merited funding.  Funding is a huge issue in science so being able to articulate hypotheses clearly along with the correct experiments to test these hypotheses, are essential qualities scientists must develop in order to secure funding to do research.

My second highlight concerns my first grant in New Zealand - a Marsden Fast-Track grant to study the importance of salp blooms in waters surrounding the country.  This was an incredible opportunity for me, as I was able to lead my first voyage last October 2018, the SalpPOOP voyage, where we got to study salp blooms in detail, including different species and different areas. We call salps ‘the ocean vacuum-cleaners’ because they can clear most particles in their path.  In addition to this, they produce heavy sinking pellets (poop), that is great for exporting carbon to depth.  However, as many ocean swimmers may know, salps are not always there, and sometimes they just explode in numbers (they ‘bloom’). 

The goal of our voyage was to understand how the carbon fluxes in the ocean are different when the salp blooms are present, and how that affects carbon export and the animals that they feed on (e.g. phytoplankton), and feed on salps (such as oreos/dories and warehou). It was an amazing experience to coordinate such a large project (with 9 visiting international scientists from 4 overseas institutions), with so many complementary studies investigating all the plankton compartments (viruses, bacteria, phytoplankton, microzooplankton, salps, and the rest of the zooplankton community) of the ocean. 

Finally, we had such good luck during the trip that we were able to follow the salp blooms as they aged, and we got to see all the different stages of life-history of Salpa thompsoni (a species of salp).  It’s one thing to study these in a book, but to be able to collect, observe and get data from them is just the essence of scientific discovery that I find so fascinating - and fun!

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand? He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

In the growing danger of climate change we might only have 11 years to change the major trends in our fossil fuel consumption, and we are required to take quick action.  This means we need changes in investments in renewal energy, environmental and societal policies, and personal habits regarding energy use - which affects every person in New Zealand, regardless of their profession.

In addition, STEM engagement is essential to the progress of any country, and essential to dealing with the increasing problems of the world today.  These include all the consequences of climate change, but extend much farther than that - including pollution, antibiotic resistance, habitat destruction, waste production, and depletion of resources such as marine fisheries. 

Solving these problems, however, requires not only STEM research but also the political will to develop policies that reflect the best solutions that are based on sound research.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

To start, it is a well-known fact that diversity enhances creativity and innovation.  This goes for gender diversity but also for underrepresented and underserved groups, who not only deserve equal access to STEM careers, but also have the potential to highly benefit all these disciplines by bringing in novel, fresh perspectives and approaches.  Gender, ethnicity and culture affect the way we view the world, and fundamentally determines the questions that we can ask – with profound implications for research and science.

Second, as a woman in STEM I have found it sometimes difficult that I am always surrounded by men.  The rules and expectations have been set from decades where the scientific body was comprised mainly of men, whose time, priorities, and manner of working are very different from ours.  At this present time, women in STEM have to constantly push back against these rules and expectations.  If we had an equal representation of women and men in STEM, we would have a culture that represents and respects the needs and skills of both genders equally. 

Finally, selfishly, I want more woman peers because I believe it makes the workplace a better place.

Moira is a half-Argentinean, half-American scientist whose researches zooplankton, salps, marine food-webs, and biogeochemistry, at NIWA, Wellington. Follow Moira on Twitter: @moiradecima

This profile is part of our series of girls and women in STEM.

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

I always tell everyone that I have the best job in the world and get to spend every day on the seashore! Well… not quite - but working at a marine research lab [in the Department of Marine Science, University of Otago], I certainly learn something new every day! The staff and our postgraduate students are very open to sharing their research and expertise –the conversations around the tea room table are never boring.

I love working with the wider community – their interest, excitement and appreciation of the work we do is often what drives me. I spend my days finding new ways to share my passion for the marine environment with others.

Recently I have been traveling up river catchments with our Aquavan, bringing marine species to inland schools and communities and creating awareness and understanding of the connectivity between river health and the coastal marine environment, in a dynamic and hands-on way.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

I went to a very small high school, so there was not the subject choice that is available now. At university I did a Bachelor of Science degree but loved the marine science courses that were offered. I learned to SCUBA dive and a whole new world opened up.

After graduation I got a summer job as a research assistant in the Caribbean – fossicking among reefs and SCUBA diving looking for brittle stars that divide in half. It was the trip in a submersible that sealed my fate – and my plans for a pharmacy degree went out the window.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

I have never strayed far from the sea. My undergraduate degree was on the east coast of Canada and my postgraduate degree to me to the west coast of Canada.

From there I was lucky enough to to get a job in New Zealand! I did my masters on reproduction in sea stars. And although I was really interested in what I was studying, I did not want to spend my time just learning about one aspect of the marine environment. Environmental education allowed me to follow many interests.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

There are many options for career pathways, but you don’t need to figure it out all at once! Challenge yourself, look for opportunities and don’t be afraid to follow your interests. If you are passionate and work hard, you will find your way.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

Building a marine science education programme from the ground up has been really rewarding and getting people to care about the marine environment has been important to me.

Like plankton, as individuals we may appear insignificant, but collectively we can make a real difference to the world. Involving people in Citizen Science has been exciting – people love to contribute to a real world problems. Local and traditional knowledge is valuable and has an important place in conservation management. Citizen science has provided a way to engage with these local experts and develop the science interests of young and old.

I also recently wrote the Collins Guide to the New Zealand Seashore. It was a huge effort on top of a full time job and a family, but I was pleased when it was finally done!

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand?  He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

Science is a way of understanding the world around us. Every day we ask questions, make observations, collect evidence and draw conclusions. Science is not only done by the experts. Many of us regard ourselves as writers or artists but the term scientist is not used as freely. I would love to see every child in NZ growing up believing that they could be a scientist.

We need to provide school students not only with science knowledge and understanding, but opportunities to develop and use their science skills in real world situations.

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

Girls need to have female role models in STEM professions. If they can identify with someone in a STEM career, who they imagine is like themselves in some way, they may be able to see themselves in a similar role.

Sally Carson is the Director of the New Zealand Marine Studies Centre (Department of Marine Science, University of Otago) where school students and the wider community engage with real science and marine conservation.

She has been the driver behind a number of marine education initiatives and has recently developed Marine Metre Squared, a national citizen science project on long term monitoring of the NZ seashore.

Sally has also written numerous educational resources, including a series of identification guides to the plants and animals found on NZ’s seashore and is the main author of the 'Collins Field Guide to the New Zealand Seashore'.

This profile is part of our series of girls and women in STEM.

The Participatory Science Platform in South Auckland has just opened its latest funding round to support local projects that strengthen connections between communities and science and technology.

Community groups or their science/technology partners can apply for up to $20,000 funding per project, from a total of $168,000 for the region for 2019.

Expressions of interest are accepted at any time, with full applications due by  5pm Friday 3 May22 February 2019.

Projects that receive funding must be completed by 30 November 2019.

The funding initiative, also known as SouthSci, is managed by Sarah Morgan.

"Previous projects have gone on to do brilliant things in their communities, particularly as a result of working with local council and industry partners that they met through SouthSci," she says.

"This year I would love to see applications from projects with very young children (pre-school) and projects with young people who have left school but not gone into work, further study or training (NEETs). I’d also love to see projects planning innovative community communication methods – more art in science, please!"

SouthSci is one of three region-specific Participatory Science Platform funding initiatives, with the other two based in Otago and Taranaki. The timing of this funding round does not apply to the other two regions.

The Participatory Science Platform comes under A Nation of Curious Minds – He Whenua Hihiri i te Mahara , the Government’s strategic plan to encourage all New Zealanders to get engaged with science and technology .

Get in touch with Sarah Morgan or visit the SouthSci website for more information.

Participatory Science Platform

The Participatory Science Platform supports collaborative projects that bring together communities and scientists or technologists on research investigating a locally-important question or problem.

Find out more

What do you do on an average work day? He aha tō mahi ia rā, ia rā?

An average work day depends on where I am in the world! 

If I’m in New Zealand, I spend my time researching models for probabilistic genotyping, testing the performance of the models, developmentally validating software, writing papers, and talking to other scientists in New Zealand and abroad about anything related to DNA evidence interpretation. 

I also spend a lot of time overseas teaching forensic biologists how to interpret DNA profiles, and specifically how to use STRmix™ and the models behind the software.  This is mostly in the US but could also be in Europe or Asia.  We spend the days teaching small groups of scientists and then the nights catching up with our ongoing work at home.

What did you study at school? And after high school? I ako koe i te aha i te kura? I aha koe whai muri i te kura tuarua?

At school I studied History, English, Statistics, Calculus and Physics. In my last year of college I decided I was going to be a forensic scientist. I was advised by the school guidance counsellor that I should be studying Chemistry, Biology, or something called Biochemistry at university. 

Because I’d never heard of Biochemistry before, I naïvely assumed it would be a bit of both Chemistry and Biology and therefore perhaps a little easier...  At the time (1994) Victoria University of Wellington offered a summer school bridging course in Chemistry, which I completed before starting my first year there majoring in Biochemistry.

Was your study directly related to what you do now? He ōrite tāu mahi i taua wā ki tāu mahi o ināianei?

Mostly yes.  I majored in Biochemistry later picking up Genetics as a double major because I loved it so much.  I now wish I had studied more than just one year of statistics.

What would you like to share with young women who are thinking about their career choices right now? He aha āu kupu hei āwhina i ngā rangatahi wahine e whakaaro ana ki tā rātou mahi mō te wā kei mua i te aroaro?

Take every opportunity that is offered to you.  Anything - however small - could lead to something much bigger.

What are some of your career highlights so far? He aha ngā painga o te umanga e whāia ana e koe?

Winning the Prime Minister’s Science Prize has definitely been the highlight of my career and is unlikely to be topped. 

In 2017 I was awarded the Early Career Researcher Award at the inaugural Science New Zealand National Awards. 

Earning my PhD in 2015 after studying and working full time has also been a great achievement.

Why do you believe engaging in science, technology, engineering and maths (STEM) is important to New Zealand?  He aha a STEM (pūtaiao, hangarau, pūkaha, pāngarau) e whai take ana ki Aotearoa?

I believe that everyone should be engaging in STEM to some degree. This is how we can make informed decisions about some of the biggest challenges facing us, whether they are small issues facing our communities or immense global issues like climate change. 

Why is it important to have more women working in STEM? He aha te take me whai wāhi ngā wāhine ki STEM?

I believe that it’s important to not just have more women in STEM but to have a more diverse group of people from many areas, be it gender, culture or background. 

This diversity is important to ensure that we’re hearing a range of opinions and perspectives. Different perspectives can lead to new insights, techniques and knowledge.

Jo-Anne Bright is a Senior Science Leader at the Institute of Environmental Science and Research Limited (ESR), in Auckland.  Jo is one of the developers of STRmix™, a software used internationally for the interpretation of forensic DNA profiles.