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By Thisanja Cooray, Masters of Biotechnology and Bioinformatics student at La Trobe University and current In2science eMentor.

Last month, the La Trobe Institute for Molecular Science (LIMS) and the Australian and New Zealand Society for Immunology Inc. (ASI) hosted a Discovery Tour of infection and immunity at La Trobe University. This was a great opportunity to show my In2science mentee, Rhiannon, a peek into how scientists work to find better solutions to fight new diseases. Rhiannon is a curious student – we had amazing In2science sessions, delving into the different realms of science, from cell biology to viruses, during our meetings.

I remember my school days during science field trips, I would be thrilled to find out there was some hands-on experience and interesting science to hear about. Now looking back on it, I can see how this has inspired me to consider taking science at university. So, when the opportunity came about, I immediately contacted my coordinator Dr Tahnee Saunders and put the message out in hopes that my mentee would join in me in an adventure.

Stepping into La Trobe’s Labs

We first sat down to hear Dr Emma Grant’s interesting talk on her work about the Bird Flu. It was a fantastic opportunity for Rhiannon to hear from a great scientist! I was particularly very excited when I found out there was some hands-on activities in the labs as this would help to show real-life lab techniques and foster confidence in STEM.

Everyone was sorted to different groups; our group leader was Professor Begoña Heras, another amazing scientist who guided us through all the sections of the labs. Our first stop was the world of Microbiology, where we went through bacterial and fungi plates that originated from a variety of places, all the way from rivers to someone’s shoe – some of them glowing like the sunset! They were fascinating species, some beneficial to the world, such as those used in insulin production, and others less so.

Then we headed into another lab, geared up in lab coats and gloves, where we got to see cells through a microscope, protein gels, and protein crystallization. Then for the more exciting part – loading an actual protein gel! See what Rhiannon has to say about this experience:

“My favourite part of the day was going into the PC2 lab wearing a lab coat and gloves for the first time. There were a few hands-on activities for me and the rest of the group to participate in. We got to ask the scientists about kidney cancer cells under a microscope. We moved on to the next exciting thing, gel electrophoresis! I got to load a gel to identify what type of protein it was. For that task I used a pipette and a vial containing the different proteins. I was successful at loading the protein into the well in the gel.”

In fact, Rhiannon loaded the protein accurately for the first time!

We also delved into microscopy, from light microscopes to confocal where we observed zebrafish:

“I was taken back by the beating of the zebrafish’s heart, and by the absurdly small size of the creature. I found it fascinating how the zebrafish were transparent for a few weeks. I was also surprised at the size of the labs and university. It had a large range of subjects and was a store of enormous knowledge.”

Why Days Like This Matter

Overall, it was a fun and enlightening experience for not only my mentee but myself as it strengthens my own understanding of science and gives me more appreciation of the research project that I am currently doing for my final year of Masters at La Trobe.

I think it is important for young learners to explore the different sides of science, learn how research has made it into the real world and spark curiosity. Through programs like In2science, this can be achieved. I thank the organisers of the event and my In2science Coordinator Dr Tahnee Saunders for giving me this wonderful opportunity to inspire my mentee.

Stay curious!

Ahalya Suresh is an In2science mentor working with a year 9 science class at Doveton College. She is currently completing her PhD at RMIT University. In this reflection piece, Ahalya talks about her love for sparking curiosity in others through science communication.

 

If someone had told me a few years ago that I’d one day be talking about mangroves and climate change in a pub full of strangers, I probably would have laughed nervously and gone back to my lab bench. Yet here I am; a proud mentor with In2science, and now, a presenter at Pint of Science.

My journey into science wasn’t a straight line. Like many students, I didn’t grow up knowing exactly what I wanted to be. But I knew I was curious about how the world works, why our oceans matter, and how we can do better for the planet.  It wasn’t until university that I truly discovered my passion for environmental science, especially the mysterious and often overlooked ecosystems like mangroves, saltmarshes, and seagrasses. These “blue carbon” ecosystems are not just fascinating; they’re powerful tools in the fight against climate change. The more I learned about them, the more I knew I wanted to dig deeper (sometimes literally – muddy boots and all) and contribute to their conservation.

That’s how I landed in my current PhD research, which explores how regenerative tourism, where tourists actively contribute to restoring the environment, can help protect and restore coastal wetlands. It’s a space where science, sustainability, and society intersect, and that makes it more exciting.

When I joined In2science, I didn’t just want to share knowledge, I wanted to spark curiosity. Mentoring high school students reminded me why I fell in love with science in the first place. Their questions, creativity, and fresh perspectives were energising. It was a two-way street: while I offered insights into university life and STEM careers, they challenged me to explain my work in ways that actually made sense beyond academic jargon.

Somewhere along the way, I realised science doesn’t just belong in classrooms or journals. It belongs everywhere – in conversations over coffee, on social media, in art, and yes, even over a pint.

So, when I got the chance to speak at Pint of Science, a global festival where researchers share their science in local pubs with curious audiences, I jumped at it.

And when I stood up to speak at my first Pint of Science event, I felt that same spark I had as an In2science mentor, that sense of connection. I talked about mangroves, climate change, and community action and people actually wanted to know more. They asked thoughtful questions. They told me about their own experiences visiting wetlands. They made connections I hadn’t even thought of.

It was electric.

Because at the heart of both In2science and Pint of Science is one powerful idea: science is for everyone.

Mentoring helped me rediscover a purpose beyond my research. It reminded me that science isn’t just about data and discoveries, it’s about impact, and about making complex ideas accessible and relevant to people’s lives.

Most importantly, it gave me confidence. It reminded me that I had something worth sharing, and that communication is just as crucial as experimentation in making science matter.

In2science gave me a platform. It gave me a purpose beyond the thesis. And it set me on a path where sharing science has become just as fulfilling as doing it.

If you’re a university student thinking about mentoring or getting into science communication, here’s my advice: just start.

Start small. Start nervous. Start messy. It doesn’t have to be perfect, it just has to be real.

Whether it’s mentoring one student or chatting with a stranger about your research over a drink, every conversation matters. You never know whose curiosity you’ll ignite or how the experience might transform your own.

Deakin University PhD candidate Dilendra Wijesekara mentored year 7 science students at Geelong High School in 2024. Here, Dilendra shares her story about her research interests and how important it is to communicate about science with others.

I’m a PhD candidate at Deakin University’s Institute for Frontier Materials, researching silk-based biomaterials for biomedical applications in collaboration with the Ear Science Institute of Australia. Alongside my research, I’m a science communicator passionate about finding creative ways to explain complex science. I also work as a casual research assistant in biomedical device validation and serve as the Communications Manager for Pint of Science Australia, where I focus on making science both accurate and accessible.

Earlier this year, I got to do something a little different from my usual lab work, talk about my research on stage at Pint of Science, where scientists take over pubs across Australia to share their work with the public. I spoke about how silk, the same stuff in your pillowcase or your favourite pair of pyjamas might one day help treat chronic middle ear disease. It’s a fascinating space where nature meets medical innovation, and I’ve discovered I really enjoy finding creative ways to explain it.

That’s something I also loved about being part of In2science. Coming from a background in university teaching in Sri Lanka, I found it incredibly rewarding to work with high school students here in Australia. From my very first interview with Tordy to the energising mentor workshop, the school sessions, and the final bubble tea celebration, the whole experience was full of connection, learning, and a lot of heart. It was such a joy to help students see the real-world impact of science, and to see their curiosity light up.

Getting on stage at Pint of Science felt like a natural next step. Just like in the classroom, it was all about making science fun, relatable, and maybe even a little surprising. I’m so grateful to be part of the In2science family, and I’ve truly appreciated how supportive they’ve been in celebrating me and my journey, even after the program ended. Whether I’m mentoring students, presenting research, or managing digital content, I keep coming back to this: science is powerful, but it’s even more powerful when we share it.

In2science was thrilled to receive an invite from the Royal Society of Victoria to attend a panel event to commemorate the International Day of Women and Girls in Science. The Royal Society of Victoria is a prestigious organisation that has been promoting the advancement and communication of science since its creation in 1854. On Friday February 21, members of the In2science team travelled to Victoria’s Parliament House in the heart of Melbourne to attend this forum, entitled “The Solutions of the Future”. Hosted by ABC science journalist and presenter Natasha Mitchell and livestreamed on the Parliament of Victoria website, this event brought together three inspiring women working in various STEM disciplines to discuss the future of health, climate, and energy in Australia.

 

The forum was opened by Parliamentary Secretary for Education Nina Taylor MP, who spoke about the way incorrect and outdated gender stereotypes can negatively impact female students and the careers they aspire to. Ruwini Cooray, who recently completed a PhD in neurogenetics, discussed the many and varied challenges she has faced while getting her biotech start-up off the ground. Ruwini spoke with such passion and determination about her vision of creating safe, permanent brain implants leading to a cure for debilitating brain disorders such as Parkinson’s disease and dementia. Climate scientist Dr Kim Reid displayed sincere enthusiasm for educating the public about climate change and spoke fondly of the different directions a career in STEM can take you – even to a performance at the Melbourne International Comedy Festival! Dr Morley Muse provided fascinating insight into the future of renewable energy and discussed her work on promoting gender equity in STEM, an ongoing issue raised in Nina Taylor’s opening speech.

 

These inspiring panel members were quizzed by the event’s attendees – female high school students from Tech Schools all around Victoria. Whittlesea, Banyule Nillumbik, Hume, Ballarat, and Wangaratta Tech Schools were represented, as well as the Science Gallery Melbourne STEM Centre of Excellence. The students asked extremely thoughtful, insightful, and sometimes tough questions about facing challenges, getting over the fear of making mistakes, best advice received, work/life balance, and even what ice cream flavour each discipline would be!

 

In2science would like to thank the organisers of this event: the Parliament of Victoria, Inspiring Victoria, and the Department of Education. We would like to extend a special thank you to Royal Society of Victoria CEO Mike Flattley and President Rob Gell. We were honoured to be a part of this event. Please click here to view a recording of the panel on the Parliament of Victoria website.

By Tahnee Saunders

On October 10 and 11, In2science Program Manager Nicole Butler and I attended the 2024 Diversity in STEM Collaboration Workshop. Held at RMIT University in Naarm/Melbourne, the workshop gathered advocates of diversity and inclusion in STEM from tertiary institutions across Australia and New Zealand. It served as a platform for sharing impactful outreach programs and fostering connections to address the challenges faced by underrepresented groups in STEM. This event was the first of its kind I have attended after leaving my role of medical research scientist at the coal face of research into Parkinson’s Disease and taking on the new role as eMentoring Coordinator with In2science. It was so fulfilling to feel part of a community of passionate and caring people, all offering diverse programs to help everyone feel welcome in STEM fields.

Facilitated by Yemi Penn, an engineer, entrepreneur, and transformation thought leader, the workshop provided captivating sessions and interactive collaboration activities. Yemi is an absolute delight, thank you for reminding us to dream unreasonably and be curious rebels. I think the world needs more curious rebels, who are able to challenge current thinking and not be afraid to say what needs to be said. Yemi does this, while also maintaining a safe space, approaching all potentially uncomfortable situations with kindness and empathy.

Professor Kay Latham, Dean of STEMM, Diversity & Inclusion at RMIT, opened the workshop with a heartfelt speech providing a new perspective on the oft-quoted saying “you can’t be what you can’t see”. Prof Latham shared that this isn’t necessarily true as someone needs to be first and pave the way – as she has done herself. Now, young girls and women can look up to Prof Latham, and see themselves in her. Next up, the attendees presented short pitches about their programs and their involvement in Diversity in STEM. It was fantastic to hear about all the great work being done in this space at various institutions and find more people to connect with. Nicole and I would be lying if we didn’t say one of the big draw cards on the agenda was the “Connect with LEGO” session. I love LEGO, but little did I know how much Nicole loves LEGO, I even found out she has a LEGO passport – which I didn’t even know was a thing! Jokes aside, the “Connect with LEGO” session proved to be an innovative and effective technique for enhancing communication between participants, with some creative builds following the prompt “build who you are outside of your work.”

The research nerd in me particularly enjoyed the super engaging talk from Associate Professor Sarah Holdsworth. Sarah shared her insightful journey of engaging with the construction industry to drive meaningful change for women and transform perceptions among young individuals. Sarah’s impactful work spans various research areas, including Sustainability Education, Sustainable Built Environments, and Diversity and Inclusion in the Construction Industry. Her profound understanding of the challenges faced by women in construction is evident through her instrumental research that has influenced policy changes and cultural shifts within the industry. Sarah’s commitment to fostering resilient communities and promoting gender equality has not only informed key strategies like the Building Equality Policy but has also sparked ongoing dialogues with stakeholders to address complex barriers and drive tangible progress. The model that Sarah and her collaborators have applied to the construction industry is one that can be moulded and applied to other industries in dire need of cultural shifts to ensure all are places where diverse people are valued and can thrive.

During the session “Working with Teachers,” an expert panel featuring Carolyn Drenen from Pascoe Vale Girls College, Ffion Bowles from Dandenong High School (both of whom are involved with In2science), and Broderick Matthews from Questacon, emphasised the crucial role of educators in promoting diversity in STEM. Carolyn’s shoutout to the In2science program during the panel discussion highlighted the impact of our program in her school. The panel discussion focused on the how our programs can adapt to the needs of teachers, in an environment of increasing workloads, changing education needs of children and teens, and teacher shortages. In2science is enabled by the passion of our teachers like Carolyn and Ffion – and as a program, we want to keep improving to remove barriers and burdens on teachers, so more teachers can feel inspired and empowered to implement our program at their schools too.

Throughout the discussions held at the workshop, I gained valuable insights into the importance of co-creation in program design to cater to the specific needs of our target population. Understanding the significance of tailoring programs to address the unique challenges and requirements of diverse groups was a key takeaway for me. This knowledge will be instrumental in enhancing the impact of In2science’s initiatives. Nicole Butler, In2science Program Manager, aptly captured the essence of the workshop with her quote: “The workshop was a great chance to meet up with like-minded people and share ideas to overcome common challenges faced when working in STEM outreach. It was encouraging to see so many people determined to make STEM more accessible, especially to women who often don’t feel safe or accepted in certain areas. I’m looking forward to staying connected with the Diversity in STEM Collective and excited about what we can achieve together.”

Looking ahead, I am excited about In2science’s plan to engage in discussions with our target audiences, including students and teachers, in 2025. This proactive approach aims to ensure that our program remains relevant and effective even after 20 years of operation. By directly involving stakeholders, we can gather valuable feedback, adapt to evolving needs, and continue making a meaningful difference to the students who engage with our mentoring program. The Diversity in STEM Collaboration Workshop was a transformative experience, inspiring a commitment to prioritising inclusivity, collaboration, and continuous improvement in our STEM outreach efforts. I look forward to applying these insights to further enhance the impact of In2science and contribute to a more diverse and equitable STEM landscape.

Thank you to Tara Graves, Maddy Yewers, Ngoc Nguyen, and the team at RMIT for hosting this event. Photography credit: Ashish Narwade.

By Rachel Ella

National Science Week is an annual Australian celebration of science and technology featuring events hosted by schools, universities, museums and libraries, just to name a few. This year Hume Central Secondary College again hosted its Science Expo which involved year 9 students conducting an experiment in the lead up to the Expo and presenting their results to students from a local primary school and some STEM professionals. In2science was fortunate to be invited to part of the event, along with Geert Hendrix from Farmwall and a number of representatives from CSL.

Over the course of two days, In2science mentors Chi (from The University of Melbourne) and Beth (Deakin University) assisted the year 9 students with the preparation and set up of their presentations. Chi participated in judging the presentations on day one and I joined Beth to judge on day two. Chi said the students “showed clear understanding of key scientific terms such as the controlled, dependent, and independent variables, as well as the background information and explanations for the science behind their experiments.” She appreciated the importance placed on what level to pitch the presentations at and how the students communicated, identifying that both are vital yet underrated skills in the STEM field. Chi said, “The students seemed to have a lot of fun, with some proudly showing their video documentation of their experiment, as well as jokes and laughs shared between friends.”

Beth and I enjoyed meeting the students on day two and learning about their experiments, the challenges they faced, what they did to overcome them and the successes they had. Judging the students’ presentations was a great experience! There were lots of different personalities and levels of confidence throughout the groups with some showing flare and humour and others preferring to let the facts tell the story. The primary school kids had fun voting by placing a token in the box in front of their favourite group. Beth and I, along with the other STEM professionals, voted on communication, teamwork and scientific knowledge.

Congratulations to Chris Egan, Science and STEAM Leader at Hume Central Secondary College, and his team for an exceptionally well-run event. It was a fun day to be a part of and heartening to see the students’ passion for science. Well done to all the students! You all did an amazing job and a special congratulations to the winners!

If your school is interested in joining the In2science program, please click here for more information. If your school has an expo or event you would like us to attend, please reach out to our Program Manager.

Thisanja Cooray is studying a Masters of Biotechnology and Bioinformatics at La Trobe University, and is a mentor in the In2science eMentoring program. Thisanja is currently working with a year 10 student at St John’s Regional College. Here she shares some tried and tested tips for studying and preparing for exams.

 

 

“Study Harder”

Well, that’s what I did during my school time as I sat down for countless hours copying texts from different textbooks and school notes to half-folded papers. I was so proud to display my own neatly written notes highlighted with different colours and use of different coloured pens. However, my grades weren’t as colourful as my notes. As the exam date drew near, my notes stopped serving as a functional tool and instead turned into a display of art.

These past few sessions with my In2science mentee, we discussed the different study strategies and blessed technology for its glory in generating millions of results for it. Well, with a bit of experimentation throughout my schooling and university years, I’ve concocted my solution for studying.

Each person is different, from the way we absorb information, learn, and understand different concepts. It’s important to concoct your own solution depending on yourself and the subject you’re learning.

Structure that provides motivation and keeps procrastination at bay

Technique 1: The Gaming Reward System

Getting something important done is ….

“Look there’s a movie coming out this week”

“Maybe I’ll eat my dinner now and then study”

“I just ate my dinner, I’m too sleepy to study, I’ll do it tomorrow”

…. a battle with procrastination, my worst enemy.

Habitica makes your study tasks feel like a game, it can also help you develop good habits in your life. You start at level zero with a character. Put in a task, finish the task and get rewarded for it. You level up and get to purchase different items for your character (battle armour, pets, magic skills and quests). This character can then be used to battle monsters with friends. You can even customise your reward to real-life treats (pizza nights, or TV time).  Don’t do a daily task and you lose health points for your character.

Couple this with Pomodoro technique, and you won’t be losing too many health points. Concentrating for long lengths of time is a difficult task. Pomodoro technique uses fixed time lengths of study with short breaks.

I would start with a 20-minute study interval with 5 minutes’ break time and gradually increasing the study interval time from 20 minutes to 30 to 1 hour study intervals, no distractions. I would get more done in these shorter study intervals than setting up continuous 4-hour study sessions in the library. In combination with Habitica, this would mean I would get 4 rewards in a day with Pomodoro compared to just 1 reward without Pomodoro.

Preparation primes content before delivery in more traditional formats

Technique 2: Priming

“Any questions?”

Too afraid to put your hand up and say you didn’t understand what the lecturer said for the past hour? Well fear not, priming study technique has got your back!

Priming is going through your lecture notes before class. This way your brain is prepared to listen to brand new information that your lecturer is about to introduce to you. During class, you will not be rushing to take down notes or waiting to get home for YouTube to teach you the same thing. Time and your energy are saved. You will also be able to ask about concepts that you haven’t understood previously and fill in the gaps in your knowledge.

Work your brain, not your wrists

Technique 3: Recall don’t copy

So, you got your notes from class and exams are ahead. You start your exam preparation. STOP! DON’T COPY YOUR NOTES!

Passively copy writing your notes doesn’t do anything to you. It will feel like you’re absorbing the material like a sponge but in reality, you’ll just be like pebbles in the riverbed.

Read the required chapter and lecture notes first. Close everything and write down everything that you remember. Anything missing, re-read and repeat. This method can also be applied to the creation of flashcards. Write the flashcard questions, revise the topic, then close and write the answers. Then you’ll become the sponge.

Resist the urge to just re-read the answers without honest memory testing

Technique 4: Honesty and spaced repetition

During her own study sessions, our In2science eMentoring Coordinator, Dr Tahnee Saunders, would often find herself reading the answer and saying to herself: “Oh yeah I remember that” without actually testing her ability to recall. Instead, she was testing her ability to understand – unfortunately this isn’t what many exams test.

Rather than just re-reading your notes over and over, flashcards written or digital provide a clear separation between you and the answer, to allow you to honestly test your memory. Don’t kid yourself, the only person you are cheating is you! Thankfully flashcards are a great way of testing how well you are remembering what you have been studying – but only when done right. Flashcards alone won’t do any good without spaced repetition. Spaced repetition allows us to retain information throughout the term before exams. You won’t need to pull an all-nighter in the library and you would get your hours of sleep before the exam.

My favourite flashcard app is Brainscape as it optimises spaced repetition. I get to rate my confidence on each card. The lower the confidence on a card, the more times the card emerges until my confidence on that card increases. This is repeated twice or thrice per week, grading my score each time on a deck. You can use this same concept for written flashcards by having a ‘confident’ pile and a ‘not confident’ pile. Otherwise, use other flashcard apps that utilise spaced repetition.

The ultimate test – can you teach someone else the concept?

Technique 5: The Feynman Technique

Get your dogs, cats, stuffed toys, friends or that nosy grandma down the street and teach them the stuff that you’ve already studied. I draw diagrams and flowcharts on a whiteboard, piece of paper or a tablet to explain the concepts. The challenge here is to explain it in simple language. The more complex concepts explained simpler, the better.

This is great way to see how much of what you studied you understand and can recall. It can be used for a variety of subjects such as mathematics and science. For instance, with my mentee, explaining a concept from years ago feels like dusting off an old book, one I haven’t opened in a while but whose pages I know well. It’s a test of my own understanding and recall. As I break down the concepts to my mentee, I’m surprised how deeply it’s rooted, reminding me that knowledge, when shared, only grows stronger.

What now?

The real secret to all studying is to find your own way to enjoy it! Try these tips and see what works for you.