“In high school, one of my teachers encouraged me to take an advanced biology class, and I’m so glad I did,” says Yvon Woappi, Ph.D. “The class opened my eyes to the fact that there were other people who loved nature like I did—they’re called biologists!” Now, Dr. Woappi is an assistant professor of physiology and cellular biophysics at Columbia University in New York City. We talked with him about his early love of nature and the night sky, the support he received from NIGMS training programs, and his research on wound healing.

Do you love learning about science but aren’t sure how to turn it into a career? Or maybe you already know that you want to be a scientist but you’re wondering what steps it takes? If this sounds like you, you’ve come to the right place!

For most people, the path to becoming a scientist starts in the classroom, where you might be introduced to topics like biology, chemistry, and physics. After high school, some science-loving students choose to follow a path to becoming a doctor or a teacher, but those are just two of the many biomedical scientific careers available. Regardless of what field you’re interested in, here’s a rough guide to the different levels of training that scientists may have.

During his time at Roger Williams University (RWU) in Bristol, Rhode Island, Colton Pelletier built a robot that will help simplify data collection for research projects in the lab he worked in—and others—for years to come. Aiding in Colton’s success in the lab was NIGMS funding through the Institutional Development Award (IDeA) Networks of Biomedical Research Excellence (INBRE) program. INBRE funds statewide networks of higher education in IDeA states such as Rhode Island, which have historically received low levels of NIH funding. The program supports faculty research, mentoring, student participation in research, and research infrastructure by connecting primarily undergraduate institutions with research-intensive universities in the state.

Hydras might look like they’re visitors from outer space, but they’re actually Earth-dwelling animals that can be found in fresh water, like ponds or gentle streams. The body of a hydra consists of a thin tubelike stalk that’s about an inch long with several tentacles extending from one end. Some hydras can grow an armlike extension that eventually pops off the main stem to become a new hydra.

Humans have studied hydras for hundreds of years. Antonie van Leeuwenhoek, one of the earliest known microscopists, first described them in 1703 when he looked at water samples under a microscope. You can see hydras—whose bodies are about the length of a paperclip—without them, but microscopes help researchers see their shape in better detail. Scientists commonly use hydras as research organisms because of their incredible ability to regrow lost body parts after injury through a process called regeneration.

“Throughout my career, I’ve enjoyed studying topics that no one else seems to care about. I always tell people that I like searching through the scientific garbage bin for inspiration,” says Ahna Skop, Ph.D., a professor of genetics at the University of Wisconsin-Madison. We talked with her about the backyard experiment that helped her gain confidence in her scientific abilities, her career-long pursuit to better understand a detail about cell division that others had written off as unimportant, and her desire to build an accessible scientific community.

Q: How did you first become interested in science?

A: Middle school and high school science fairs had a big impact on me. I would develop my ideas, and with the help of my dad, build the experimental setup I needed to answer the scientific question. One of my experiments studied whether ants preferred to eat salt or sugar, so I poured small piles of both all over the backyard and took daily measurements of the height of the piles to figure out which type was shrinking faster. (Spoiler alert for those of you who might try this at home: They liked both but preferred the sugar to the salt.)

Glenn Gilyot, Ph.D., an assistant professor of chemistry at Hampton-Sydney College in Virginia, studies how to use fluorescent sensors to detect certain disease biomarkers in the body. He credits two NIGMS training programs that he participated in as an undergraduate and graduate student with helping him launch a successful career in research. Outside the lab, Dr. Gilyot is passionate about science outreach and encouraging future researchers to follow their curiosities.

An Early Introduction to Chemistry

Working in chemistry runs in Dr. Gilyot's family: His grandfather was a pharmacist at a small pharmacy in New Orleans, Louisiana, and his father was a criminalist for the New Orleans Police Department. "When I was a kid, I'd visit both my grandfather and father at work. My grandfather would tell me about the medicines he had in the store and explain what they did in the body. My dad would show me the instruments, such as a mass spectrometer that helped him find out the chemical composition of samples from crime scenes," says Dr. Gilyot.

"Being a researcher gives you the opportunity to have an impact on the world. It's a privilege to be able to answer questions that can make a difference in people's lives," says Bryan Dickinson, Ph.D. He first fell in love with science as an undergraduate student, and now, as a professor of chemical biology at the University of Chicago, Dr. Dickinson still finds excitement in even the most challenging research questions.

Where Chemistry Meets Biology

Dr. Dickinson majored in biochemistry at the University of Maryland (UMD) in College Park, but he didn't know what it meant to be a researcher until he started working in labs. His experiences in an analytical chemistry lab at the U.S. Food and Drug Administration and then a biophysics lab at UMD helped him realize that research isn't like science taught in the classroom, with a list of facts to learn. "The reality is that science is a set of guiding principles that we test under different conditions to learn when they apply in the world," says Dr. Dickinson. He enjoyed the freedom in asking scientific questions and in how research could be like solving a puzzle.

“I remember thinking in my first cellular biology class how impossibly beautiful it is that there are tiny machines in our bodies doing work,” says Morgan DeSantis, Ph.D., an assistant professor of molecular, cellular, and developmental biology at the University of Michigan in Ann Arbor. We talked with Dr. DeSantis about how her career in science almost didn’t happen, how happy she is that it did, and what she’s learning through her research on molecular machines.

Q: How did you become interested in science?

A: I wasn’t remotely interested in science in high school—I was a self-identified artist. I went to the College of Wooster in Ohio with the sole purpose of studying art and doing pottery. But one day during my freshman year, a box with all the pieces I made throughout the year fell, and everything inside broke. It’s hard to describe the emotions I felt that day, but something changed in me, and I realized pottery wasn’t for me. I couldn’t start the projects over, and I didn’t want to drop out and move back home. So, I decided to become a medical doctor.

The job opening at Ponce Health Sciences University (PHSU) in Ponce, Puerto Rico—home to great coral reefs—seemed like a perfect fit for Caroline B. Appleyard, Ph.D., given that scuba diving was one of her favorite hobbies. She only intended to stay for a short time, but now, more than 25 years later, Dr. Appleyard is a professor of physiology and pharmacology and program director of the NIGMS-funded Graduate Research Training Initiative for Student Enhancement (G-RISE) at PHSU.

An Interest in Inflammation

Growing up in Scotland, Dr. Appleyard was captivated by a children’s show with science demonstrations that helped kids and teens understand the world around them. She enjoyed studying biology and chemistry, and in high school, joined a lab at a local university that studied pharmacology. Her lab project studying the medicine aspirin ultimately solidified her interest in a career in research.

“Turning personal grief into a relentless drive for answers and action has been a big part of my life,” says Caroline Palavicino-Maggio, Ph.D., the director of the Neurobiological Mechanisms of Aggression Laboratory at McLean Hospital in Belmont, Massachusetts. Her sister’s death played a large role in her decision to study the biological mechanisms of behavior and do advocacy work in mental wellness. We spoke with Dr. Palavicino-Maggio about what her path was to becoming a researcher, what she’s learning about the cellular basis of aggression, and why she believes a career in science is exciting.