An Encounter with a Lab That Fostered My Personal Growth. Some Research Is Only Possible Through Human Connections.

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

In high school, she was devoted to her studies. She was a high school girl who often prioritized academics over friends. After enrolling at Keio University, she chose the path of the Department of Biosciences and Informatics, which is related to her childhood love of biology, through the Gakumon system. Through interactions with professors and senior students in her lab, she realized that research cannot be done alone. "I didn't understand what it meant to be an 'excellent student' other than getting good grades," she says, reflecting on her past self. Not only her academic side but also her way of thinking and values gradually changed, and she chose her current lab, wanting to "learn interpersonal skills as well." What did she feel and experience during her university life?

[*] Her grade at the time of the interview (July 2019).

I prioritized my studies above all else. Rather than focusing on entrance exams, I concentrated on regular school tests and completed a self-assigned amount of work every day. I would solve problems from the workbook for the topics covered in class that day, and if I couldn't, I would study on the weekend. I was also in the hardball tennis club and had practice three or four days a week, so my high school days were packed with studying and club activities.

I decided on my future path in my second year of high school when we had to choose between the humanities and sciences. Originally, I didn't have any subjects I was particularly bad at, whether in the humanities or sciences, but on the other hand, I didn't have any subjects I excelled at either. I felt that applying what I learned was more suited to me than memorization, so I chose the science track. I had always loved living things and was interested in biology outside of my studies, but I got good test scores in physics. After struggling to decide between a field I loved and a field I was good at, I chose to major in physics, where I could get good grades.

Since I was a child, I've been interested in all living things, especially marine life like fish and dolphins. When I was little, my parents took me to beautiful oceans, so I had many opportunities to see fish. Even in daily life, if I found carp or goldfish, I was the kind of child who would keep feeding them until an adult stopped me (laughs). There are various professions related to living things, like veterinarians or zookeepers at aquariums. But in my case, rather than wanting a job where I would acquire and apply existing knowledge, I think I had a stronger desire to "know more" and "understand" biology simply because I love it so much.

Should I study biology, which I had loved since childhood, or should I pursue physics and chemistry, which I had studied in high school? As a high school student, I couldn't figure out which I was more interested in and couldn't narrow it down. Also, with only high school-level knowledge, I had little information to base my decision on, and I felt anxious about deciding my future path under those circumstances. Other universities required students to decide on their department upon admission, but I was very attracted to the Keio University Faculty of Science and Technology because of its "Gakumon system" [*1], which allows students to choose their path after acquiring a broader range of knowledge at the university.

[*1] Gakumon system: A unique system at the Keio University Faculty of Science and Technology where students select one of five "Gakumon" (academic clusters) at the time of the entrance examination. After enrollment, they gradually narrow down their field of study according to their interests and concerns, and decide on their department when they advance to their second year.

Before enrolling, I had an image of it being very glamorous (laughs). I thought there would be many students who were not only smart but also well-dressed and good-looking. After actually enrolling, I did find that many people were glamorous, but more than that, I was struck by the students' high level of communication skills. Specifically, there are many people who can naturally make others laugh in everyday conversation, and I find the way people around me communicate to be very insightful, even outside of academics.

I started to think that "being excellent in research is not about getting good scores on tests, but about what kind of abilities one possesses." My lab professor has excellent communication skills, and I respect him not only as a researcher but also for his interpersonal skills, his human side. Watching him, I learned that the way you interact with people can change the outcome and productivity of your research, and that some research only begins because of human connections. In high school, if I had to choose between studying and plans with friends, I would overwhelmingly prioritize studying. Back then, I often turned down invitations, saying, "Sorry, I have to study," but now I try to make time to talk with friends outside of my research. I feel that in the lab, I'm learning not just about my subject, but also about being a person.

I am conducting research on the theme of "elucidating the molecular signaling mechanisms involved in the metamorphosis of sea squirts," using a creature called the sea squirt. Sea squirts are chordates, a species closely related to humans. On the other hand, they have a simpler structure than humans, so I believe that by studying sea squirts, we may be able to clarify human life phenomena that are too complex and difficult to elucidate otherwise. Among these phenomena, I am particularly focused on metamorphosis. Sea squirts, like tadpoles, metamorphose as they develop from larvae to adults. I consider this to be analogous to human puberty, and I am conducting my research with the aim of clarifying the mechanisms that trigger metamorphosis in sea squirts.

Since my work is basic research, this is purely hypothetical, but if the phenomenon corresponding to puberty in sea squirts is elucidated in the future, and someone else conducts further research to apply it to humans, it might lead to an analysis of the mechanisms in people who experience a mismatch between their gender identity and their physical sex. In this day and age, when gender is receiving a lot of attention, I believe that clarifying this phenomenon is meaningful.

An assignment from a third-year undergraduate course called "Physics of Life Phenomena" left a strong impression on me. The content of the report was difficult, and I spent about a month thinking about it every day. We had to choose one topic from several options and write a report on it, and the topic I chose was to devise an experiment to clarify a life phenomenon using physical methods. To design the experiment, I had to research the background of what was not yet understood, and since I wasn't used to reading academic papers at the time, that task alone was very difficult. Also, it required knowledge of physics in addition to biology, so it was a real struggle, and I felt the pain of having to move forward with my ideas without any certainty that they were valid. Because of that, the sense of accomplishment when I completed the report was immense, and I think it was a good experience that helped me grow.

My fourth year as an undergraduate was the most enjoyable. That's because up until my third year, it was a time for input, and my research began in my fourth year. At that time, I was so excited, thinking, "I can finally take on the research I want to do!" The research I actually started was so interesting that I had no hesitation about going on to graduate school.

If anyone is interested in advancing to the Department of Biosciences and Informatics, I want to tell them that it's no problem at all if you haven't taken biology in junior high or high school. I myself did not take biology in high school. This can be said for subjects other than biology as well, but I felt that the curriculum is designed to teach the basics, the kind of content you'd learn in high school, before moving on to the specialized university-level courses. I think this is another good thing about Keio University's "Gakumon system."

I'm currently deciding between advancing to the Ph.D. program or finding a job. I've been thinking about this choice since my third year of undergrad, but I still haven't been able to decide. A research position at a company would inevitably involve research aimed at generating profit, so in the sense that I could research whatever interests me, I'm very drawn to the Ph.D. program. However, I also want to become financially independent and enter the workforce soon, so I'm also considering employment at a company. If I do get a job, I'd like to work in the life sciences field where I can directly apply the specialized knowledge I gained at university, for example, at a drug discovery manufacturer, or in the cosmetics or food industries.