My journey to becoming a science technician started at secondary school where I realised in my GCSE year that I loved Biology in particular and would like to pursue it as a career. So I took the traditional route to study it for A Level, along with Chemistry, and then onto a degree. I went to University of East Anglia as they offered a broad-based course, and ended up doing an extra year at University of California Davis, which was a fantastic opportunity to work in a research lab. I worked on the biochemical signalling pathways of fertilisation of Xenopus laevis eggs. I really enjoyed learning new technical skills and working closely with others in the team. I then pursued a PhD at University of Birmingham, continuing my passion for cell signalling but applying it towards understanding the mechanism for T cell involvement in Rheumatoid Arthritis. I learnt many new laboratory techniques and also loved having ownership of my project. I continued my research career as a postdoctoral researcher at Birmingham and then moved to Cambridge in Department of Pharmacology.

Then I had my 3 children and took a career break of 9 years. I initially thought I would do a  PGCE to teach, so did some observational experience in schools, and realised that I could first try to get a job as a TA in a secondary school. Then I saw job adverts for science technicians and realised that I would fit better in that role, so applied for one in Cambridge and got the job! I initially found it a culture shock with the limited budget and having to re-use equipment that I would have thrown away in academia! I enjoyed being back in the lab, and also being able to be part of a team. I was initially preparing resources for all sciences for KS3 30 hours a week, which was pretty full-on and quite a shock after not working for a while. My senior technician was really encouraging and advised that I go on the STEM Learning ‘Skills for New Technicians’ residential course in York to quickly get me up to speed with the basic skills required. This definitely helped me to feel more confident with my weaker areas such as physics and mending equipment. After 2 years, I had the chance to progress to Biology technician to provide resources for KS4 and KS5. I really enjoyed being able to use more of my original lab skills learned in academia, but this quickly became overwhelming with having to help with KS3 too (as this post was not filled).

I changed to a job in a different school in the area which needed someone to work across all sciences at KS3 and KS4 but with fewer hours, which would suit better my life/work balance. However, I was expected to lead the STEM club as part of the role, which was a new challenge! I spent a term getting into the job and researching the activities that I could get the pupils to undertake. I had a lot of luck in that the pupils were very keen and were well-behaved. They enjoyed mainly doing projects such as the GSK ‘Germ Control Challenge’, and ‘Rocket Science’ (to grow rocket seeds that Tim Peake had taken to space) presented at the Big Bang Science Fair. I led the STEM club for 2 ½ years, but it was moved to after school so a teacher then took it on. I have continued to help source activities, and identified an opportunity to enter the STEM Clubs Quality Mark Bronze Award which we gained.

I have also extended my role by training as a STEM Learning Associate Professional Development Lead and have run course for new technicians and STEM clubs. I developed a session on ‘Foodie Physics’ and presented at the ASE Technicians’ conference in Summer 2024 at Cambridge Regional College. Then I was elected to the ASE Laboratory Technicians Committee in August 2024 to promote the professional standing and practices of science technicians.