Tag: Shaping

  • Meet the Students and Staff Shaping Your College Experience

    Meet the Students and Staff Shaping Your College Experience

    By knowing about and engaging with these key figures on campus, you can make the most of your college experience and set yourself up for success.

    Kate Lehman, Ph.D.

    Director, National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina

    Katie Hopkins

    Associate Director for Faculty Development and Resources, University 101 Programs, University of South Carolina

    Congratulations! You’ve made it to your first day of classes! You are excited by the opportunities before you…and overwhelmed. Colleges and universities employ a host of staff and faculty whose primary role is to support your success. Part of your tuition and fees go to support these folks — you should use them! Meet the 10 people you need to maximize your college experience.

    Faculty, instructors, and teaching assistants (TAs)

    You’re surely familiar with the folks teaching your courses. Use office hours to get to know your instructors. Ask them how they got into their fields and why they love their work. You might be interested in a similar topic, land yourself a research opportunity, or find yourself a new mentor!

    Academic advisers

    Course registration should not be the last time you speak with your academic advisor! Academic advisers help anytime you are thinking about your course of study, whether you want to drop a class, change your major, add a minor, take a summer class, or figure out how to work a study abroad program into your plan. 

    Librarians

    Librarians have magical skills to make your classwork so much easier. Okay, it’s not really magic, but they can help you find awesome sources for class papers and teach you about technical resources like citation management software to make your work a lot easier!

    Student success and academic support staff

    Is chemistry or calculus stressing you out? Your institution has a student success center or a tutoring center to help. Our advice: Get help as soon as you start feeling overwhelmed. Don’t wait until you’re really behind!

    Financial aid team

    You have probably already received your financial aid package, but life happens. If your financial situation changes, the financial aid office is your first call. They might adjust your aid package and/or connect you to additional financial resources. 

    Health center and counseling center staff

    You probably know to go to the health center if you sprain an ankle or have a sinus infection, but the medical and counseling team can help with a lot more. If you are feeling overwhelmed or are struggling, schedule an appointment to gain access to counseling sessions, support groups, and workshops to help you feel your best (all things which are included in your tuition and fees). 

    First-year students at the University of South Carolina participate in a team-building activity in their first-year seminar course. | Photo by Logan White

    Career center staff

    Whether you have mapped out a career plan or have no clue what you want to do, your career center staff can help! It’s not just for seniors — career centers help with career exploration, internships, resume development, and interview skills. They might even be able to help you find an on-campus job so you can build career skills and start earning money while you’re a student. 

    Disability services staff

    If you received accommodations in high school, be sure to register with disability services on your campus, as those do not automatically roll over. These may be related to dietary restrictions, learning disabilities, or mental health conditions. They can work with you to ensure you have what you need to be successful! 

    Student activities and recreation services staff

    You didn’t just come to college to study and work, right? Join a student organization, attend fun events, play on an intramural sports team, or take a group exercise class! Besides having a good time, you’ll grow your leadership, teamwork, and communication skills and make friends.

    Friends and peer mentors

    Decades of research on college student success tell us that your fellow students, or your peers, are key to your success. Many of the campus offices employ student staff members, often called peer mentors. By getting involved on campus, you will make friends who support and encourage you. 

    The folks outlined here can help you get the most out of your college experience. Don’t ever hesitate to ask someone a question, introduce yourself, or try a new resource; it can only help! These amazing people will help find the opportunities that will shape your future. As you build connections with them, you will find friends and mentors to last a lifetime.

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  • Building Connections and Shaping Futures by Fostering Cohort Success – Faculty Focus

    Building Connections and Shaping Futures by Fostering Cohort Success – Faculty Focus

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  • Building Connections and Shaping Futures by Fostering Cohort Success – Faculty Focus

    Building Connections and Shaping Futures by Fostering Cohort Success – Faculty Focus

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  • Shaping the Future of Cancer Treatment and Advocating for Women in STEM

    Shaping the Future of Cancer Treatment and Advocating for Women in STEM

    Megan O’Meara, M.D., head of early-stage development at Pfizer Oncology, is deeply committed to scientific innovation, mentorship, and breaking barriers for the next generation of women in science, technology, engineering, and mathematics (STEM) industries. In this conversation, Megan shares her journey in oncology, leadership philosophy, and vision of a world where people with cancer live better and longer lives.

    Megan O’Meara, M.D.

    Head of Early-Stage Development, Pfizer Oncology

    What drew you to pursue a career in oncology and what is it that inspires you most about working in this field?

    I’ve always been curious about science. My grandfather was a pediatrician, and as a child he read books to me about the history of medicine. In high school, I worked in cancer research labs, and that gave me exposure to the field from an early age. By the time I was in college, there were exciting advancements happening, including broader use of tumor profiling and targeted therapies. I felt there was a huge opportunity to transform cancer treatment, and I knew I wanted to be part of it. I pursued my medical degree and later went into academic research before transitioning to industry, where I felt I might have the broadest impact on the greatest number of people.

    Women make up less than 30% of the global STEM workforce. What has your experience been as a woman in research?

    Being a woman in a historically male-dominated field can come with unique challenges and opportunities. There were times when I was the only woman in the room. On occasion, I felt like the only one leaving the office on time to make dinner for my family and worried about missing opportunities or important conversations that were happening when I wasn’t there.

    Over time, I learned to accept the situation and be confident in setting personal boundaries. I inserted myself in different ways and advanced my career without losing who I am. I developed the confidence to be me — bringing my most authentic and whole self to work. Now, I encourage and empower other women to do the same.

    As an industry, there’s still a long way to go. At a recent oncology conference, research showed that men presenting were introduced as “Dr.” while women were introduced by their first names. It seems nuanced, but it reflects a larger issue. Even in a field like oncology, where we pride ourselves on progress, bias still exists in subtle but pervasive ways. Things are improving, but they’re not where they should be yet. That’s why I feel so strongly about uplifting other women and creating opportunities for women in science.

    Learn more about Pfizer Oncology at Let’s Outdo Cancer.

    How are you working to change the research field to be more inclusive and supportive of women?

    There were many people, particularly female leaders, throughout my career who saw my potential and championed my advancement. I try to do the same for all my team at Pfizer, including the talented women that work with me. I mention their names when I’m in a room with other leaders; I look for opportunities that will showcase their potential.

    Outside of work, I volunteer at my daughter’s elementary school to organize events that engage students with science, such as bringing in Pfizer scientists to demonstrate lab techniques like DNA isolation and talk about how science can be applied to areas they are interested in. Studies show that girls start losing interest in science around age 12, so, if we can work to address that early, it can make a difference in improving female representation in STEM fields.

    I’m also active in the Society for Immunotherapy in Cancer (SITC) Women in Cancer Immunotherapy Network. I’ve spoken about my journey in research at their events, which are often attended by many women in both academia and industry who are at a crossroads in their career. They’re wondering, “Can I do this?” Hearing people’s stories about how they made it work can be incredibly inspiring.

    As head of the division at Pfizer Oncology responsible for developing innovative cancer treatments, what excites you most about the work your team is currently doing?

    Right now, I’m particularly excited about our work in antibody-drug conjugates (ADCs). ADCs are innovative cancer medicines that specifically target cancer cells and deliver cancer-killing drugs ​directly to tumors, while sparing more of the healthy cells in the body. ​

    ADCs have been the foundation of my career, having worked in the space for almost 15 years. This depth of experience, knowledge, and history is being applied now to what we’re doing at Pfizer to advance the field. And we’ve had a huge impact already — bringing treatments to people with blood cancer for the first time in decades and significantly changing the standard of care across tumor types.

    Now, as a company, we’re asking, “How do we make ADCs even safer and more effective?” We’re exploring new drug linkers, different payloads, and novel combinations, all with the goal of giving patients better options. This kind of innovation is why I pursued a career in STEM — it’s tremendously fulfilling to be bringing us closer to a world where people with cancer live better and longer lives.

    How is Pfizer uniquely positioned to make progress in cancer treatment?

    I like to say Pfizer embodies a spirit of innovation and we have some of the most brilliant and dedicated scientists I’ve ever worked with. It’s rare to work at a company, even in big pharma, that has demonstrated leadership across multiple modalities of science the way Pfizer has. We’re constantly learning, adapting, and investing in what’s next across a wide pipeline of products. It’s an amazing powerhouse to be a part of.

    For me, our success is also due to a culture — set by our executives — where each person has the opportunity to thrive. Chris Boshoff, chief scientific officer and president, R&D, is passionate about showcasing the team and giving people opportunities. I’ve experienced the same from other leaders. When I first joined Pfizer, Sally Susman, executive vice president and chief corporate affairs officer, introduced herself and said, “Next time you’re in New York, come meet my team.” She brought me into her leadership meeting and helped me build connections. These are just two of many people that have gone out of their way to create an environment where I am able to bring my best self to work, and I am doing the same to ensure my team of scientists has everything they need to succeed.

    What do you hope for the future of women in STEM?

    I hope that in 20 years, women don’t have to navigate as many barriers. I hope everyone can bring their whole self to the table without feeling like they need to sacrifice a piece of their personal life to succeed. Instead of feeling impostor syndrome around big opportunities, I hope women ask themselves, “Why not me?”

    We still have work to do, but I truly believe we’re making progress. By supporting women, we’re supporting a better industry and better science.

    Learn more about Pfizer Oncology at Let’s Outdo Cancer.

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  • International Women’s Day: Black Women Shaping the Future of Academia

    International Women’s Day: Black Women Shaping the Future of Academia

    • Professor Lisa-Dionne Morris is Professor of Public & Industry Understanding of Capability Driven Design in the School of Mechanical Engineering, and the Engagement Champion for the EPSRC EDI Hub+, at the University of Leeds.

    Women in higher education and industry leadership, especially in Engineering and STEM, have reshaped academia and industry through groundbreaking contributions. Over the past two centuries, they have advanced knowledge, dismantled systemic barriers, and set new standards in innovation and leadership. Yet Black women remain significantly underrepresented, highlighting the urgent need for institutional change.

    After all, when we lack diversity, we limit our ability to evolve and tackle the challenges of a rapidly changing world.

    Despite the progress made, the numbers remain stark. In the UK, women constitute 48% of overall academic staff, yet only 30% hold professorial roles. At present, among these, only 80+ Black women hold professorial positions across all disciplines. In the US, Black women account for just 2% of science and engineering roles. These figures underscore the persistent barriers that hinder progression into leadership roles in academia and industry.

    These disparities highlight the urgent need for fundamental change to ensure equitable access to opportunities and resources.

    The 200-year journey of Black women in academia has been shaped by structural barriers but also by resilience and advocacy. Initiatives like the Black Female Academics’ Network and the national EDI Hub+, led by the University of Leeds, have played pivotal roles in championing change and providing visibility and support for Black women in academia and higher education leadership. But the reality is that real change comes not just from support networks but from institutions and governance bodies truly committed to transformation through policy implementation and its incorporation into operational management.

    Black women have broken barriers in education, research, and industry, driving policy changes and fostering inclusivity. They have led pioneering research, challenged outdated structures, and risen to leadership in historically non-diverse sectors. In Engineering and STEM, figures like Dr. Aprille Ericsson, the first Black woman to earn a PhD in Mechanical Engineering from Howard University, have held key roles at NASA. Yewande Akinola, a Nigerian-born engineer, has advanced sustainable water systems while advocating for diversity. In the UK, Professor Esther Akinlabi has made significant contributions to academic leadership, engineering, research, and advocacy.

    These Black women, and countless others, have played critical roles, and yet their paths have not been easy. They have faced barriers, from being underestimated in their abilities to encountering biases that make progression in academia and industry far harder than it should be. It is important to highlight their successes but equally crucial to recognise the dramatic shifts needed to create a more inclusive landscape.

    As the first Black female professor in the School of Mechanical Engineering at the University of Leeds, I have witnessed firsthand the impact of underrepresentation on individuals and institutions. Without diverse voices in leadership, we lose perspectives that drive innovation and meaningful change. True equity and inclusion require representation at the highest levels, where policies and practices are shaped.

    Mentorship and networking are vital for career progression, yet many Black women in academia and industry lack mentors with shared experiences. Institutions must formalise support systems rather than relying on individual efforts. A cultural shift is needed, one where diversity is not just discussed but reinforced through real structural changes that create lasting opportunities.

    Breaking barriers is not just about individuals but about how institutions respond. Are they fostering environments where Black women can thrive? Are they tackling unconscious bias in hiring and promotions? Are they offering real support for retention and advancement beyond just celebrating ‘firsts’? It’s time to move from symbolic gestures to tangible change that empowers the next generation in academia and industry.

    The legacy of Black women in academia and industry extends beyond their achievements to the opportunities they create for future generations. Recognising and amplifying their voices is essential. Their contributions must be seamlessly woven into the broader narrative of advancement and innovation in women’s higher education and industry leadership.

    Much work remains. Representation is not enough; true progress requires dismantling barriers to access and opportunity. Black women in academia and industry, especially in Engineering and STEM, must be empowered, supported, and able to lead without the constant need to justify their place.

    The goal should be that, in the future, their contributions are not exceptional but expected, and their presence in leadership roles is not a rarity but the norm.

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  • Shaping the future before it shapes us

    Shaping the future before it shapes us

    I’ve worked closely with colleagues in Silicon Valley throughout my career. Through these interaction, there are always new ideas, and the level of confidence in predictions typically starts strong and only gets stronger. This time felt different. Last week during a visit to Silicon Valley, I repeatedly heard the following as a preface to a prediction, and I can’t say I’ve ever heard it before when engaging with my most techno-optimistic colleagues: “I could be wrong, but …”

    A few innocent words, but a rhetorical hedge that suggests even the most confident among us understand that the AI era is pretty, pretty complicated.

    I was there to attend the Annual AI+Education Summit 2025, hosted by Stanford’s Institute for Human-Centered Artificial Intelligence (HAI) and the Stanford Accelerator for Learning. The theme—Human-Centered AI for a Thriving Learning Ecosystem—framed discussions that were both urgent and inspiring. AI is not just on the horizon; it is actively reshaping the educational landscape. Our responsibility is to ensure this transformation augments human potential rather than diminishes it.

    The summit brought together leading researchers, educators and policymakers to explore AI’s role in personalizing learning, empowering educators and bridging educational divides. The pace of change is staggering—today, half of students use AI tools at least weekly, both inside and outside the classroom. Institutions must act now to shape AI’s role in education intentionally rather than reactively.

    The Power of Collective Action in Higher Education

    One of the key messages from the summit was that no single institution, company, innovator or researcher can tackle this challenge alone. A coordinated effort across higher education is essential to ensure AI serves students, faculty and society in equitable and effective ways.

    At the University of Michigan, we have seen firsthand how faculty innovators are experimenting with generative AI to enhance teaching and learning. Our most recent call for proposals at the Center for Academic Innovation resulted in a diverse set of AI-enhanced teaching and learning projects designed to explore AI’s potential across disciplines, from medical education to humanities. These projects demonstrate not only how AI can enrich classroom experiences but also how it can deepen engagement, personalize learning and extend human creativity. We are helping faculty translate emerging technologies into meaningful applications, creating impactful learning experiences on campus and beyond.

    Organizations like U-M’s Center for Academic Innovation and Stanford’s HAI and the Stanford Accelerator for Learning play a critical role in leading this work—through experimentation, research and convening communities of practice. Without spaces to explore AI’s potential responsibly, without research to test its effectiveness and without convenings to align efforts, the future of AI in education would be left to chance rather than deliberate innovation.

    Michigan’s work is part of a broader movement. Across higher education, institutions are launching AI-driven initiatives to explore the role of AI in teaching, learning and research. One example is the California State University system, which recently announced a partnership with OpenAI to explore AI’s potential across its 23 campuses. This initiative, like many others, underscores the need for systemwide efforts to develop responsible and scalable AI solutions.

    These efforts—faculty-led experiments at Michigan, large-scale system initiatives like CSU’s, and global convenings like Stanford’s AI+Education Summit—demonstrate the range of approaches to AI in education. Stanford’s summit, in particular, highlighted outstanding faculty-led experiments exploring AI’s role in augmenting learning, fostering creativity and addressing challenges in equitable access to technology. These initiatives reinforce the importance of institutional collaboration in shaping the future of AI in education. But the big question remains: How do we shape AI’s role in education to serve our preferred future rather than react to an imposed one?

    5 Key Takeaways From the AI+Education Summit

    1. AI is transforming education, but its role must be purposeful.

    AI is already reshaping how students learn and how educators teach. We must ensure AI serves as a tool for augmentation rather than automation. How do we steer away from optimizing automation and toward optimizing AI’s ability to augment human creativity, problem-solving and collaboration?

    1. Faculty innovation is leading the way—with institutional support.

    Some of the most compelling AI applications in education are emerging from faculty-led experimentation. Universities must create conditions for responsible innovation by investing in faculty training, providing resources for experimentation and developing ethical frameworks that support AI integration while prioritizing student learning. We need to understand what’s working for whom and be ready to quickly invest further in the most impactful efforts.

    1. AI ethics and governance must be at the forefront.

    AI’s potential to amplify biases and exacerbate inequities is well documented. Institutions must focus on governance, transparency and bias mitigation to ensure AI benefits all learners. Without clear institutional leadership, regulation will fill the void. Can we build governance frameworks that protect learners and help them to flourish while also fostering innovation and global competitiveness and security?

    1. AI literacy is urgent—but we lack consensus on what it means.

    There is universal agreement that students, educators and institutions need to accelerate AI literacy. However, what constitutes AI literacy remains unclear. Should AI literacy be about technical proficiency? Ethical responsibility? Practical applications? Probably all of the above—but the right balance is elusive. I could be wrong, but if we don’t actively shape this now, we may find that AI literacy is defined for us in ways that don’t align with our values. Definitions vary, but there is broad consensus that we need highly accessible and scalable opportunities for anyone to acquire AI literacy—and soon.

    1. We need a shared vision for AI in education.

    The AI+Education Summit made it clear that AI’s impact should be shaped by the collective choices of educators, institutions and policymakers. Without a shared vision, the future will be dictated by market forces alone. Speakers at the conference described the future they want to see: one that designs for the widest range of learners to support human flourishing, strengthens the essential relationship between teachers and students, and works for everyone—practically, equitably and responsibly.

    Institutions have taken very different approaches to AI—some choosing to ban it, restricting its use until clearer guidelines emerge, while others have opted to embrace it, fostering a culture of experimentation and innovation. Others have decided to take a wait-and-see approach, uncertain about how AI will ultimately shape higher education. Perhaps all of these strategies have their merits. Or maybe in a few years we’ll look back and realize the most effective approach was something we haven’t even considered yet. I could be wrong—but that’s precisely why we need a wide range of perspectives shaping this conversation now.

    Questions for Our Growing AI-in-Education Community

    As institutions embrace AI, we should ask ourselves:

    • How can we ensure AI enhances equity and access rather than reinforcing existing disparities?
    • How do we ensure AI supports human creativity and critical thinking rather than replacing them?
    • How do we balance experimentation with the need for institutional policies that safeguard students and educators?
    • What models of collaboration—between institutions, industry and policymakers—can accelerate responsible AI adoption in higher education?
    • How can institutions maintain trust with learners and faculty as AI adoption accelerates?
    • What does a thriving, AI-enhanced learning ecosystem look like in five years? How do we get there?

    The AI+Education Summit reinforced that we are not passive observers of AI’s impact on education—we are active participants in shaping its trajectory. The work happening at Stanford, Michigan, CSU and across the broader higher ed community signals a growing recognition that AI is not just another technology to integrate but a transformational force that demands intentionality, collaboration and vision.

    Yet, it would be a collective failure if we simply make it easy for students to offload critical thinking. AI must not become a shortcut that undermines the cognitive skills we seek to develop in our learners and citizens.

    Now is the time for institutions and individuals to come together, share knowledge and create our preferred future for AI in education. We don’t have all the answers, and some of today’s best ideas may prove incomplete or even misguided. It feels like there is little time for passive observation. AI’s role in education will be defined—either by us or for us. Let’s build the future we prefer—because if we don’t, well … I could be wrong, but I doubt we’ll like the alternative.

    James DeVaney is special adviser to the president, associate vice provost for academic innovation and the founding executive director of the Center for Academic Innovation at the University of Michigan.

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  • The Role of Social Science in Shaping Inclusive Leadership

    The Role of Social Science in Shaping Inclusive Leadership

    Senior Vice President of Human Services Julie Kochanek discusses how social science informs her leadership at American Institutes for Research (AIR), emphasizing trust, collaboration, and community-building in research.

    Julie Kochanek

    Senior Vice President, Human Services Division, American Institutes for Research (AIR)

    How does your experience in behavioral and social science research inform your approach to leadership?

    As a leader, I always return to themes I observed while training to be a researcher: trust, culture, and community. In graduate school, I studied how East African nations used education as a mechanism to build community. I dug deeper into this community theme as part of my Ph.D. studies, focusing on how U.S. schools operate organizationally and how teachers, school leaders, and parents must all interact to better support student learning. 

    How do you build strong teams to accomplish AIR’s mission?

    At AIR, collaboration is key to our success. Project teams at AIR often include staff with different backgrounds, various methodological expertise, unique content knowledge, and/or experience working directly with community leaders. Our work is strengthened by bringing people together. This allows us to fully consider the challenge we’re studying and understand the needs of the communities we serve.

    As a leader, I am responsible for creating the conditions to help staff develop meaningful partnerships, recognize everyone’s contributions, and reward meaningful collaboration. We collect and share information on staff interests, skills, and experiences so teams can easily identify those they might recruit to fill a gap. My weekly internal messages to staff often highlight examples of great team building and how our work is strengthened by diverse teams. 

    What are some of the most important results you have uncovered across your 20+ years in the research sector?

    Discussions about education policy often inadvertently leave people and human connection out of the equation. Throughout our work, I am constantly reminded that working collaboratively and building relationships among educators and students is an essential part of setting the right conditions for learning. 

    I’m impressed, for example, by how educators, researchers, and school leaders have partnered to build stronger support systems for students who are at risk of not graduating from high school. Researchers help school districts collect and interpret data on early warning signs and develop an evidence-based approach to address the challenge and boost graduation rates. As more districts across the country adopt these early warning systems, we’re seeing real results: More young people are able to continue on the path to success. 

    Another example is how we use research and technical assistance to help teachers strengthen their reading and literacy instruction. There are proven strategies (e.g., the science of reading) to help kids learn to read. Working alongside teachers and giving them the tools they need to adopt evidence-based approaches has been successful. However, this requires hands-on training, coaching, and human connection — a significant investment. We know that making this kind of investment in our nation’s teachers is well worth the reward.  

    What advice would you give women just beginning their careers in research?

    Women are better represented in behavioral and social science research than in other scientific fields, but we still face barriers, including balancing work and family, dealing with bias, and having fewer opportunities for funding and leadership. Addressing these barriers is important because evidence shows that diverse research teams bring more innovative and effective solutions. 

    Whatever your field, I think it is important to live with integrity. Remember that there is not one right path to follow. Upon completing my post-doctoral position and considering my next move, I worried about making a career-defining wrong turn. This is normal. I definitely made choices that concerned my graduate school advisors, but I don’t regret any of them. I’ve gotten to where I am today by learning from the different contexts in which I’ve worked, taking some risks, and staying true to my values. 

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  • 2024 Shaping Australia award winners announced

    2024 Shaping Australia award winners announced

    The Future Builder award winners. Picture: UA



    By: Erin Morley

    in Features, Top Stories, Workforce


    February 26, 2025

    Researchers who developed coffee ground-infused concrete, a rust disease cure for wheat crops and an intellectual-disability friendly playground took home a Universities Australia Shaping Australia award on Tuesday night.

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  • Shaping Future Healthcare Leaders: The Journey of Mielad Ziaee

    Shaping Future Healthcare Leaders: The Journey of Mielad Ziaee

    Mielad Ziaee

    Healthcare is constantly evolving, and the future of the industry depends on the next generation of skilled professionals who are prepared to lead with knowledge, innovation, and compassion. Organizations like HOSA-Future Health Professionals play a critical role in shaping these future healthcare leaders by providing students with the resources, experiences, and mentorship needed to thrive in various medical and health-related careers.

    HOSA is an international student organization dedicated to empowering young people who are passionate about healthcare. Through leadership development, competitive events, networking opportunities, and hands-on learning experiences, HOSA helps students build the essential skills they need to succeed in the medical field. Members engage in real-world healthcare scenarios, gain exposure to public health initiatives, and develop professional competencies that set them apart in their future careers.

    Mielad Ziaee

    Alumni and Former International Executive Council Member, HOSA-Future Health Professionals

    One such success story is Mielad Ziaee, a Marshall Scholar, Truman Scholar, public health advocate, and innovator. Ziaee’s parents immigrated from Iran to the United States to manifest a new life. Their resilience and perspective deeply influenced his understanding of community, determination, and health from an early age. Before hitting the labs of prestigious institutions, Ziaee joined HOSA as a high school freshman thanks to their support. He saw it as a promising steppingstone to engage in his healthcare aspirations.

    “I really wanted to hit the ground running with HOSA. It was so empowering to have [an organization] created for students interested in healthcare, where we could all sort of geek out together,” Ziaee recalled.

    Climbing the ranks

    His two advisors, Angela Vong and Zenia Ridley, provided mentorship and guidance to immerse Ziaee in all HOSA could offer. His leadership journey quickly unfolded — from member to area officer, to Texas state officer, and eventually, to serving on HOSA’s International Executive Council. His tenure coincided with the challenges of the COVID-19 pandemic. Finding creative ways to engage members across middle school, high school, and college in virtual settings connected the dots between leadership and innovation.

    “Being part of the ‘COVID generation’ was both challenging and inspiring,” Ziaee shared. “It taught me how to build community and how that community can enact change.”

    Ziaee’s experiences ignited a passion for research, where he found the intersection of policy, public health, technology, and community engagement. In particular, food insecurity has become a focal point of his academic work.

    “I’m a proud Houstonian. I go to the University of Houston, so one of the biggest challenges that my community faces is food insecurity,” Ziaee said. “I work with our Data Science Institute to try to understand both technological and community-based cultural approaches to food insecurity. A lot of the skills I learned in HOSA, like Zoom calls or identifying key problems and addressing them, are the same things I do in my research — just different vocabulary.”

    Gaining global experience

    Ziaee will continue his study of public health as a Marshall Scholar at the University of Edinburgh this fall. He beamed with excitement as he described studying at an institution that nurtured scientific legends such as Charles Darwin and Alexander Graham Bell and exploring Scotland’s unique healthcare system.

    “Edinburgh, specifically, is where they did the Dolly the Sheep experiment, which is super cool,” Ziaee said. “It’s very interesting as an American to see how they’re doing things [in Scotland], and to hopefully bring that back and promote policy innovation here in public health.”

    Reflecting on his journey, Ziaee underscores the importance of seizing opportunities and embracing HOSA as more than just an organization. As Ziaee embarks on this next chapter, his story exemplifies how HOSA-Future Health Professionals and strong family values can shape a life of innovation and impact. Following in his footsteps, his younger sister has now joined HOSA, continuing the family’s commitment to making a difference in healthcare.

    “The connections and experiences you gain will inspire and guide you for years to come. It’s one of the main constants in my life,” he said.

    Ziaee’s journey highlights that HOSA is more than just a steppingstone — it’s a foundation for lifelong growth, leadership, and meaningful connections. For students aspiring to make a difference in healthcare, organizations like HOSA offer an unparalleled opportunity to gain real-world experience, develop leadership skills, and join a network of like-minded individuals committed to improving health outcomes worldwide.

    To join this inspiring legacy, become part of the HOSA alumni network today at www.hosa.org/alumni.

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  • The Power of Storytelling: Women Shaping Leadership and Change

    The Power of Storytelling: Women Shaping Leadership and Change

    By Dr Monika Nangia, Academic Registrar and Director of Student & Academic Services at Durham University.

    In a world increasingly aware of the value of diversity, the role of women in leadership is more critical – and undervalued – than ever. Despite encouraging strides, women, particularly women of colour, continue to face systemic barriers to advancement. This is a story of resilience, inequity, and hope.

    The conversation around diversity and inclusion is urgent, and storytelling has emerged as one of the most potent tools to address these challenges. It connects us on a human level, fosters empathy, and confronts biases. At its best, storytelling is transformational.

    In my career, I have witnessed the transformative power of storytelling in ushering in meaningful change. The stories we carry as women – of resilience, determination, and overcoming barriers – are far more powerful than any statistic or corporate policy. These personal narratives, shared boldly, have the potential to inspire, to challenge, and to reshape how we think about leadership.

    Why We Need Women in Leadership

    The benefits of gender-diverse leadership are unequivocal. According to Deloitte’s Global Human Capital Trends, organisations with inclusive cultures achieve 2.3 times higher cash flow per employee, 1.4 times more revenue, and are 120% more capable of meeting financial targets. Diverse boards, particularly those with greater gender and ethnic representation, also demonstrate better resilience and crisis management – evident during the COVID-19 pandemic.

    But beyond numbers lies the human impact. Women leaders bring ‘cognitive diversity’, which accelerates learning and performance in complex and uncertain situations. Their leadership fosters a sense of belonging, improves employee engagement, and reduces turnover.

    Yet, despite the clear advantages, women remain underrepresented at every level of leadership.

    The “Broken Rung” and Barriers to Progress

    The journey to leadership for women is fraught with challenges. The ‘broken rung’ effect—where women are less likely than men to be hired or promoted into entry-level managerial roles – creates a bottleneck that compounds over time. For every 100 men promoted to manager, only 81 women make the same leap, with even fewer opportunities for women of colour.

    Racial inequalities exacerbate this gap. McKinsey’s 2020 report highlights that women of colour face the steepest drop-off in career advancement at the transition from middle to senior management. Cultural expectations and resistance to authority further hinder their progress.

    These systemic inequities are reflected starkly in higher education. According to the HEPI Report 2020, Mind the Gap: Gender differences in HE, while women now constitute 55% of university staff in the UK, they occupy only 29% of vice-chancellor roles. Among professors, women account for 29.7%, but Black women make up less than 1%.

    The Power of Storytelling

    Stories have a unique ability to amplify voices, challenge biases, and inspire inclusivity. Neuroscience tells us that engaging narratives release oxytocin in the brain, promoting empathy and altruistic behaviour. More than data or policy, storytelling humanises diverse experiences and catalyses change.

    I’ve seen firsthand how storytelling transforms workplaces. Women leaders who share their personal journeys of resilience and ambition inspire others to envision new possibilities. Their stories break down preconceived notions, fostering an inclusive mindset that leads to behavioural change.

    One colleague who spoke candidly about her experience being the only woman of colour in a senior leadership team. She described how, despite excelling in her role, her authority was often questioned, and she had to work twice as hard to gain the same respect as her peers.

    Her story resonated deeply, not just because of the challenges she faced, but because of the hope and strength she embodied. By sharing her experience, she is creating a ripple effect – encouraging others to speak up, address inequities, and push for change.

    Storytelling is also about accountability. In fact, it is far more important to confront the untold stories, the contributions of women whose voices have been silenced or overlooked. This is especially true for women of colour, whose experiences often fall at the intersection of gender and race-based inequities.

    Mending the ‘Broken Rung’

    A combination of stories like hers, with corresponding datasets as evidence, expose the structural barriers that continue to hold women back. The ‘broken rung’ is a vivid example of this.

    Another story that sticks with me is from a woman in higher education, who spoke about being overlooked for a leadership role despite being the most qualified candidate. She later discovered that her ambition had been perceived as ‘sharp-elbowed’ and intimidating – a stark contrast to how her male counterparts were described.

    Hearing her story compelled me to reflect on how ambition in women is often misinterpreted, reinforcing stereotypes that undermine their credibility. At a recent workshop, a senior leader shared her journey of overcoming immense personal and professional obstacles to lead a major organisational transformation. Her authenticity and vulnerability moved the room, sparking conversations about resilience, leadership, and the need for systemic change.

    Building a Legacy of Inclusive Leadership

    The path to inclusive leadership requires intentionality. It means addressing both visible and invisible barriers, from hiring practices to cultural attitudes. The stories we share today will shape the leadership landscape of tomorrow. As women, we have the opportunity – and the responsibility – to use our narratives to drive change.

    Organisations with diverse leadership teams outperform their peers not just financially but also in innovation and problem-solving. The evidence is clear: diversity is not just a moral imperative – it is a strategic advantage. But the true value of diversity goes beyond metrics. It’s about creating workplaces where everyone feels they belong, where their contributions are valued, and where they can thrive.

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