Leila Abtihi
Career Development Subcommittee
University of British Columbia
Research interest
I am a PhD candidate at the University of British Columbia, where I study synapse maturation. Drosophila nerve junction. My research focuses on BMP-regulated Ly6 genes and how presynaptic mechanisms influence postsynaptic structure and function. More broadly, I am interested in how the interactions between the two sides of the synapse coordinate its development and maturation.
In parallel, I contribute to a side project where I produce transgenics. Drosophila lines to study how the MAPT (tau) protein contributes to neurotoxicity, a process relevant to Alzheimer’s disease, and how specific tau mutations influence this effect.
An aspect I really value about working with. Drosophila It has the potential to address basic biology and disease-related questions within a single system. This has allowed me to investigate fundamental questions such as how the synapse is formed while I can apply this knowledge in the context of disease and use the fly as a model to study disease mechanisms.
I think my interest in research started during my undergraduate studies at Shiraz University, where I explored opportunities to engage in research, from basic data collection to working with model organisms. So, I joined a molecular genetics lab as a volunteer and later continued there as an MSc student. Early in my masters, the lab started a collaboration with a Drosophila Alzheimer’s Disease Working Group. Because the collaboration had just begun and the lab had limited expertise working with bees at the time, I had the opportunity to set up experiments and protocols from scratch. I developed my MSc project using flies to examine how tau expression affects the expression of mitochondrial dynamics genes. As I continued to work on this project, I gained more experience solving problems and mentoring others, which helped me become more confident in my research abilities, and that’s when I began to see myself as a scientist.
I had the opportunity to interact with patients and their families, which further clarified the impact of neurodegenerative diseases and motivated me to advance the field, particularly to better understand neural communication and degeneration.
These experiences, combined with strong mentoring, a flair for fly genetics, and a personal drive to understand neuronal communication and ultimately help people, shaped my path from Iran to Canada. They continue to guide the questions I want to pursue today.
As a PhD-trained scientist, you have many career options. What interests you the most?
As a PhD-trained scientist and an Iranian woman in STEM, I feel a strong sense of responsibility both in my own development and in helping others to support, value and see that they belong in the field.
When I first thought about my future, I primarily saw myself as a researcher in academia, perhaps running my own lab and discovering new things. But with the passage of time, this approach has expanded. I still see myself primarily as a scientist, but now I want to combine teaching and innovation with my research.
I am interested in a career that brings together platforms or communities for research, teaching, and education and mentoring not only for students but also for the public.
Teaching is a big part of this vision. As a graduate teaching assistant and a former teacher, I have seen how mentoring sparks students’ curiosity and motivates them to pursue science. I enjoy working with students, answering their questions, and helping them understand concepts in a way that makes sense to them. Therefore, I want to continue to guide and support others as they build confidence on their path.
At this stage, I know the path can be difficult, especially from a very different cultural and educational background. Because of this, I started getting involved in science outreach programs like Genescole (GenomeBC) and Let’s Talk Science, which focus on engaging younger students. These experiences helped me become more comfortable communicating science and connecting with diverse audiences.
So, I don’t see my career as a fixed role. Instead, I envision a hybrid path as a scientist, educator, and mentor, connecting academic research with teaching and outreach.
Besides your research, how do you want to advance the scientific enterprise?In addition to my research, I want to contribute to making science more understandable and accessible to a wider audience. Over the years, I have had the opportunity to interact with various groups, including students, patients, graduate students and scientists. These experiences have shaped how I think about the role of scientists outside the lab.
A common theme I’ve noticed is that people engage much more with science when it’s clearly communicated. For example, patients are often interested in understanding how research can impact their lives. Students become genuinely curious and appreciative of biological complexity when concepts are explained in a way that is accessible. Even within the lab, clear communication makes collaboration more effective.
Through these interactions, I have found that I enjoy explaining scientific ideas in a way that others can understand, and I want to continue to develop this skill.
Going forward, I want to make sure that the work that I, as a scientist, do in labs is not confined to a small scientific community. My goal is to mentor students, teach, and contribute to outreach activities connecting research with the public. To me, advancing the scientific enterprise means not only creating knowledge, but also making that knowledge accessible, meaningful, and useful to others.
As a leader of the Genetics Society of America, what do you hope to achieve?
As a leader at GSA, my goal is to make it easier for early career scientists to understand their career options and feel more confident in their decisions. Many young scientists, including myself, have a hard time connecting their lab training with future career paths. We often feel that we have few options after graduation. In reality, there are many roles within academia and industry that we are not familiar with or understand.
I have talked to students who are close to graduation. I’ve seen some people choose to stay in academia because it feels like a safer or more familiar option, even if they’re not interested in a research setting. At the same time, many people hesitate to look for alternatives because they don’t know what those options actually look like or how to prepare themselves for them.
This is one of the reasons I joined the Career Development Subcommittee. I wanted to not only explore these options for myself, but also help others recognize that there are other possibilities beyond these traditional paths.
In this subcommittee, we are creating opportunities for people to connect, share their experiences, and learn from each other. From there, we can make different career paths more visible and easier to navigate.
We are already working on initiatives such as the Career Development Toolkit and Workshop Wednesday, which provide practical opportunities for early career scientists to explore different roles and understand the skills they require.
I also value the international nature of GSA. Being part of a group with members from different countries allows us not to be limited to a specific region, but to learn about opportunities around the world and gain access to a wider community. This is especially important to me because it helps ensure that students who may not have access to the same resources or opportunities can still benefit and advance in their careers.
Through this role, I hope to contribute to a more informed, integrated, and inclusive scientific community where early career researchers feel supported in shaping their own paths.
Previous leadership experience
- Member, Career Development Subcommittee, Genetics Society of America (GSA)
Contributed to career development initiatives and resources supporting early career researchers.
- Graduate Teaching Assistant
Supported undergraduate education through lab instruction, student mentoring, grading, and assessment.
- Counsellor, Graduate Council Caucus, UBC
Supported the VP Academic and Affairs in representing graduate student and GSS interests to the Graduate Council of the Faculty of Graduate and Postdoctoral Studies, and contributed to Council-related committee discussions.
- Executive Member, Cell and Physiological Student Association
Contributed to graduate student-led activities, events, and departmental engagement.
- Volunteer Mentor and Instructor, Gene School Program, Genome BC
Mentored youth through genetics-focused outreach activities and hands-on science learning.
- Workshop Volunteers, Let’s Talk Science
Led youth-focused science workshops and supported STEM outreach activities.
- Scientific Advisor and Content Strategist, Industry
Provided scientific guidance and developed evidence-informed content for supplement communications and product strategy.
- Lead Instructor and Coordinator, Molecular Biology Workshops, Iran.
Led molecular biology workshops for undergraduate students, covering PCR, DNA extraction, gel electrophoresis, and primer design, while coordinating groups of instructors.
- Drosophila Stock Supervisor, Shiraz University, Iran.
Managed and maintained Drosophila stocks for teaching and research purposes.
- High school biology teacher
- Taught Cambridge IGCSE Biology to Grade 9 and 10 students through classroom instruction, assessment, and student support.
- Executive Member, Biology Department Student Association
Supported student association initiatives, academic events, and student representation.
- Editor, Student Association Journal
Edited student written materials and supported the publication of the student association journal.
