Earlier than early detection: A journey from research to education and training

While family history is something that many people display in photo albums, mine is showcased in how my family shaped my career path. 

Growing up, I knew I was predisposed to certain diseases because of my family history. On my mother’s side, there was a history of cancer, while my father’s side had a history of chronic pulmonary disease. Seeing those patterns among my loved ones sparked my interest in developing predictive models to help families in similar situations — families who are aware of a history of cancer or other chronic diseases — better understand their risk and take steps to prepare for the future. 

I moved to the United States from Kolkata in India, to study actuarial science, a discipline that uses mathematics, statistics and financial theory to assess and manage risk. There is a huge financial burden on families associated with patients who go through these catastrophic disease diagnoses, and I wanted to use my mathematics and statistics expertise to work on financial risk management models. At the time, India did not have many actuarial science programs, which made the move an important step toward my goal.  

I had the opportunity to pursue research with a faculty member in the biostatistics department who encouraged me to pursue graduate studies in the field, where my strengths and interests naturally aligned more than in economics. This led me to transition into the biostatistics program so I could continue pursuing the same mission through a biomedical lens. 

‘Earlier than early detection’  

As my family history had suggested might happen, my mother was diagnosed with breast cancer. Fortunately, it was detected early, and she made a full recovery. Knowing my family history reinforced my desire to improve outcomes for patients and families facing similar diagnoses and strengthened my interest in cancer research. That led me to St. Jude, where I became a postdoctoral fellow working with Cai Li, PhD, Department of Biostatistics. I focused on neuroimaging analysis in patients with medulloblastoma to better understand how radiation affects pediatric brain development and how treatment plans can be refined to minimize long-term neurological impact.  

While I was doing that work, I kept thinking about my mother and her cancer experience. She was saved because the disease was caught early, but could we have caught it even earlier? How could I help? Over time, my pursuit of “earlier than early detection” reshaped how I thought about impact more broadly. It evolved into a commitment not only to research, but also to training the next generation of scientists who will develop the tools to predict, prevent and change outcomes before disease ever begins.  

Teaching felt like a natural extension of both my work and my family history. I am a third-generation educator. My grandmother and mom were both teachers, and that legacy has continued to influence the direction of my career. I began volunteering at the St. Jude Graduate School of Biomedical Sciences, teaching biostatistics courses for the MS in Global Child Health, MS in Clinical Investigation and PhD in Biomedical Sciences programs. Around the same time, I also began volunteering with the STEMM Education & Outreach Program, contributing to events such as Florence Nightingale Day and serving as a mentor in the Emerging Leaders in Biomedical Research program. 

CAP fellowship helps ease a change of direction 

As my interest in teaching grew, I was selected as a Career Advancement Program (CAP) fellow. CAP fellowships give postdoctoral researchers at St. Jude the flexibility to explore areas outside of traditional research aligned with their long-term interests and career goals. Until then, my teaching had been entirely on a volunteer basis. The fellowship marked an important turning point, giving me the flexibility to expand my training beyond research and formally engage in education, curriculum development and mentorship. 

Through the program, I officially joined the STEMM team, where I gained experience in curriculum development and instructional design. The CAP fellowship amplified my interest in teaching and ultimately led me to a role within the Graduate School of Biomedical Sciences. I am now an assistant professor teaching biostatistics, where I help with teaching and preparing future biomedical researchers. One of my core focuses is the incorporation of ethical AI usage in learning and research.  

Mentorship has been an integral part of my journey, and I feel a deep responsibility to give back because of the mentors who have shaped my path. At every pivot in my career plan, I have had mentors who invested in me and helped guide me through the difficult transitions. Even mentor experiences that were challenging taught me something about the kind of mentor I want to be. Now, I see mentorship as a way to continue that cycle of support, helping to guide students and trainees as they navigate their own paths.  

Nurturing growth 

Outside of work, I’ve spent time nurturing my houseplants — an act not dissimilar to nurturing students, and my own new career trajectory. This care and investment is a small but meaningful part of my life that reminds me that growth often takes time, patience and consistency. Whether I’m teaching students or caring for my plants, I find myself supporting growth that may not be immediate but is meaningful over the long term.