Why does that happen? What is needed for a solution? The importance of tackling challenges with your own ideas.

Profile

From Toho University Attached Toho High School, a private school in Chiba Prefecture

Since junior high school, she has been better at science subjects than liberal arts subjects. She loves the sense of accomplishment that comes from solving a problem. She chose the Department of Applied Chemistry at the Keio University Faculty of Science and Technology as the path she should take. She says this choice broadened her horizons and brought about great change and growth. "Instead of just accepting the answers, I've learned to think carefully for myself about what the problem is and what is needed," she says with a smile. What is the depth of university learning that gave her such an insight? What kind of stimulating encounters did she have there?

[*] Academic year at the time of the interview (September 2018).

Successfully holding an outdoor performance at the school festival and a regular concert with my club mates. I was in the orchestra club, playing the trumpet in my first year and the French horn in my second. I started playing the trumpet because my baseball-loving father took me to Marine Stadium, and I was inspired by the trumpets of the cheering squad I heard there. Practice was pretty tough. I practiced on my own in the mornings and at lunchtime on weekdays, and after school, we had ensemble or part practice three times a week. In my second year, I was the club president and was often scolded by our advisor, but I got along really well with my friends in the orchestra club, and I loved how we would push each other to improve, saying things like, "Wouldn't it be better if we did it this way?" At our final concert, I had a French horn solo that was about three minutes long, and when I finished, I cried from the tension and emotion. It's an unforgettable memory (laughs).

Since junior high, I was better at science than liberal arts, and I preferred solving problems by thinking for myself rather than memorizing. It's fun and gives me a sense of accomplishment when I solve a problem by calculating logically. My high school was also science-oriented, and many girls went on to science universities, so I had no hesitation in deciding to go to a science university. The chemistry teacher's class was my favorite, so I was vaguely thinking about going into applied chemistry. In the sciences, there are also options like the School of Medicine or the Faculty of Pharmacy, but I wasn't very good with the sight of blood (laughs).

I looked up departments, the educational system, and admissions information on their website. I also went to the open campus. The senior students were quite friendly, and if I was lost, they would guide me. Everyone was very kind. At the open campus, I also participated in a lab tour and visited the labs of the Department of Industrial and Systems Engineering and the Department of System Design Engineering. In the Department of Industrial and Systems Engineering lab, they were talking about "how money circulates in the world," and I remember thinking, "They do things like the Faculty of Economics, too."

I was vaguely thinking of going into the Department of Applied Chemistry, but I wasn't sure if I really wanted to study chemistry, so I chose Keio University, where I could select my department in my second year. I had actually been accepted to other universities, but I had to decide on my department from the start... I wanted to explore my potential outside of the Department of Applied Chemistry, so I decided on Keio University, which has the "Gakumon" system[*].

[*] Gakumon System: A system where students choose one of five "Gakumon" (academic fields) at the time of the entrance examination, gradually narrow down their field of study according to their interests after enrollment, and decide on their department when they advance to the second year.

I often see celebrities who graduated from Keio on quiz shows, so I had this image of it being full of "handsome, beautiful, and clever people" and "glamorous people" (laughs). What I thought after actually enrolling is that there are many people who have their own solid opinions. My peers in the lab are all smart, and I often show them my research data. They point out things I hadn't noticed, asking, "Why is this like this?" or they think along with me, saying, "I think that idea might be wrong." They give me ideas I don't have, which is a great stimulus. It's the same in my student club. I feel that everyone is dedicated to their activities with their own clear ideas.

I was in an orchestra club as an undergraduate. University clubs are different from high school, and I was a bit confused at first. In high school, we just had to follow the conductor's instructions, but at university, we often practiced with just the students, and you can't express yourself well if you don't have your own ideas. There was someone in my club who was incredibly good at their instrument, and they played while thinking about "what role my part plays and how I should play it" and "what kind of practice I need to do to play well." Because of that person's influence, my own approach to music changed. Before, I just thought I had to play the notes on the sheet music without mistakes and play when my turn came, but I started to listen properly to the sounds around me and think for myself as I played.

I am working on developing a sensor to detect H ₂ O ₂ (hydrogen peroxide) using inorganic phosphors. "Phosphors" are substances that convert external energy into light and are also used in LED lighting equipment. "Hydrogen peroxide" is a somewhat hazardous substance used in disinfectants and other products. When a phosphor is immersed in a solution of this hydrogen peroxide, they interact, and the phosphor stops glowing. I am using this effect in my research, aiming to develop a material that can detect the concentration of hydrogen peroxide. Right now, I'm doing research on things like increasing the responsiveness to hydrogen peroxide by changing the shape of the phosphor particles.

I had known about phosphors since high school and was also interested in inorganic chemistry, so I feel like I'm doing a lot of what I wanted to do now. Above all, the lab I belong to is a good fit for me. The faculty are kind, and my seniors, peers, and juniors are all excellent; it's the best. I'm so glad I joined this lab (laughs).

The Department of Applied Chemistry offers classes in a wide range of fields, so you can choose various fields that interest you. In my case, I focused on inorganic fields, but I thought that learning about other fields would be useful for my future lab life, so I also took courses in organic chemistry, polymer chemistry, and biochemistry. I basically took all the courses that were offered, regardless of the number of credits required. My friends who were interested in organic chemistry took mainly organic courses, and I think it's great that we can learn in a style that suits each individual.

"Materials Science 1" and "Materials Science 3." These classes were about the physical properties and functional materials of solids, and the exercises at the end of the class were just so difficult. I remember struggling with my friends until the very end of the class. The problems were different every time, and everyone was like, "We never learned this!" (laughs). Studying past exams didn't work. But that's what made it interesting. I think it was a class that taught us how to think. And then, of course, there were the experiments. The reports were tough, but it was fun to actually prepare solutions and operate analytical instruments. One day, I tried to lift a reagent bottle by its cap and was severely scolded by a faculty member. "What if the reagent bottle falls! If it were hydrochloric acid, it would be a disaster." It was good that I was also able to firmly grasp the fundamentals of conducting experiments.

Previously, if someone told me "this is the answer," I would accept it without much thought as to why. Because of that, I often found myself faltering when I had to explain it in my own words, and I keenly felt that I hadn't truly understood. But since joining the lab, partly due to the influence of those around me, I feel I've started to consciously think for myself about why things are the way they are. Instead of just experimenting blindly, I now consider what the problem is and what experiments are needed to solve it. Being able to approach my work with careful consideration has been a big step for me.

To be honest, I don't have a concrete vision for my career path yet. But I do think I'd like to get a research position in a science field. When I participated in an internship at a chemical manufacturer, I got the impression that they were doing the kind of work I want to do, and I thought, "This is great." Whether I end up in a field related to my research theme or not, I can say that the experience I've gained in the lab so far can be applied anywhere I go. I want to continue my experiments while being conscious of the importance of having my own ideas. Another goal is to be able to confidently express my ideas in front of others. I get terrible stage fright. When I first joined the lab, I would cry from nervousness every time I had to present (laughs), so I want to gain more experience presenting in the lab and at academic conferences and strive to become a confident speaker.