Sara McPherson
Career Development Subcommittee
Queen’s University

What is your research interest? What organism do you work with, and what do you want to do in the future?

My research interests involve the genetic underpinnings of disease and how understanding the genetics behind key biological processes can be leveraged to develop therapeutics for a variety of diseases. I work with yeast as a model organism to understand transcriptional regulation. Specifically, I am working with cyclin dependent kinase 8 (Cdk8), a subunit and the only kinase in the Mediator complex, to explore how it is involved in regulating transcription in a context-dependent manner. I want to use the work that I am doing now to build onto our understanding of transcriptional regulation and apply this research to medical research. Since disruptions in transcription are often associated with disease, I want to delve into the transcriptional basis of disease. Furthermore, I want to use this research to guide the development of therapeutics in widespread diseases, including cancer, Parkinson’s disease, and Alzheimer’s. I want to help push forward research in combination therapeutics, where current treatment options can be made more effective using our understanding of genetics and molecular biology.

As a PhD-trained scientist, you have many career options. What interests you the most? 

As a scientist currently pursuing academia, I am primarily interested in research related to genetics and its medical applications. I want to make a difference in human health, and I believe that I can have the most impact through rigorous research. I am interested in core biological concepts that can be studied to advance the biological understanding of human disease to develop more effective therapeutics where they are currently lacking.

In addition to your research, how do you want to advance the scientific enterprise? 

Aside from my passion and interest in research, I want to be involved in the expansion of science to reach a wider audience, not just people in science or academia. It is important to make science available and accessible to everyone. People who are interested in learning about various scientific concepts should have the means to do so. Additionally, a major barrier to science and its effective communication is the public perception of science and scientists. Many people have difficulty finding trustworthy sources and properly digesting what they find. I want to be a part of a more open and honest scientific community, so that when people hear that I work in science, they feel comfortable asking questions rather than assuming my research is beyond their understanding. I want to use my position as a researcher to reach out to the broader community and become a bridge for them to better understand and engage with science.

As a leader within the Genetics Society of America, what do you hope to accomplish? 

As a member of the Early Career Leadership Program, I hope to develop skills related to mentoring and guiding others in the early stages of their scientific career to reach their full potential, both as scientists and members of the wider community. This early leadership program will help me branch out to others in the genetics community to further my understanding of effective teaching and mentorship. By networking with others in the GSA community, I will gain valuable insights into effective methods, as well as personal experiences in giving and receiving guidance. I hope to become a more effective leader and communicator through the Early Career Leadership Program and use these skills to make meaningful connections within my local community and the larger scientific community.

Previous leadership experience

My previous leadership experience primarily involves mentorship roles, teaching, and participation in student-led programs, like student council. I have been a mentor for several university students pursuing science at multiple institutions. I am currently mentoring a graduating university student through her honors thesis project—I have taught her techniques within the lab and guided her through challenges. I have mentored several other students earlier in their undergraduate program, advising them on questions about academia and other career options in science-related pathways. Outside of these direct mentorship roles, I have taught many students in small groups and larger classroom settings. I also have leadership experience outside of science. During my time on student council, I collaborated with other passionate students to advance programs and events, along with being a voice for other students in the program. Finally, I have been involved in leadership roles in several athletic programs—most recently in my university’s rowing team, playing an active role in the team itself and within the larger school community.

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