Jin Montclare
Interview Posted By: Ashley Smith
1. Can you tell us a little about your background? i.e. Where you grew up, what education do you have, a summary of your resume, did you always want to do what you are doing now, when did you start to become interested in STEM, what internships/ volunteering
I grew up in NY and as a student excelled in math and science. While I didn't know that I would always be a professor of chemical and biomolecular engineering, I was definitely encouraged by teachers and mentors to continue to studying math and science. In high school, I fell in love with chemistry and participated in internships in various hospitals and labs right after my freshman year. This led me to major in chemistry (while minoring in philosophy) as and undergrad at Fordham University while continuously working in research labs and teaching/tutoring others in science. After receiving my BS, I was awarded an NSF predoctoral fellowship and chose to pursue bio organic chemistry at Yale University. After obtaining my PhD, I then moved to Caltech and carried out research in the division of chemistry and chemical engineering as an NIH post-doctoral fellow. As I was encouraged by my advisors to pursue an academic career, I applied for faculty positions and landed at NYU in the Chemical and Biomolecular Engineering Department and have been guiding students in research while also actively teaching undergraduates and graduate students.
2. What exactly IS your job? What do you do on a day to day basis?
I am a professor and I instruct/teach STEM classes while also lead a research group of talented graduates (PhD as well as MD), undergraduates, high school students and post-doctoral scientists/engineers. The research we carry out fall under the umbrella of protein engineering and molecular design. We essentially design and engineer proteins with specific applications in medicine and environment. On a day to day basis, I mentor students and researchers, continuously apply for funding to help support my research and educational activities while also carrying out outreach activities to inspire K-12 students in STEM. I also am interested in entrepreneurship and have been exploring ways to help integrate it into curriculum for our students.
3. How does STEM relate to your job? How do you use the information you learned from your degree in your job?
All the studies and research in STEM I have carried out as a student directly relates to my job as I am involved in educating students directly in the classroom through the courses I teach, conducting and leading STEM research, while reaching out to K-12 students through developing an iPad app to teach chemistry to developing hands-on engaging modules in science.
4. Have you faced any discrimination/ challenges being a woman in a stem field? If so, how did you deal with it? Do you have any advice for up and coming women in STEM?
Unfortunately I have faced challenges as a woman in STEM in both indirect/subtle and very direct ways. I have dealt with it in three ways: one is to be the very best I can be as a scientist/engineer, second is that I've developed selective hearing in which I tune down those who've been un-supportive and third is to develop a network of support to together bring light to any discrimination as much of it is subtle and unconscious to many. These principles have helped me tremendously and I would offer advice to others to really build that network and support one another.
5. What is the best and worst part of your job? What do you look forward to in your job on a day to day basis? What do you wish you could change?
Best part of my job is by far is carrying out the research we do in our lab and being there firsthand to watch the students and researchers mature as scientists/engineers. The worst part is the fact that funding for research is limited and as all researchers must compete for the same limited pool of funds, this translates into continuous applying for funding with low likelihood of success. I wish I could change the money allocated for STEM research so this problem would end.
6. How do you balance your work and personal life? Any secrets or advice you’d like to share?
I've learned to prioritize and for me, my family is on the top of my list. I have a young daughter and I make every effort to be there as a parent for her. I share all household and family responsibilities equally with my husband. Similar to work, I have developed a strong network of support with friends and family to help take care of our daughter.
7. What do you define success as?
My definition of success is being able to achieve a goal through perseverance in the face of challenge and obstacles. The nature of success for me is directly tied to the magnitude of the challenge. And it is possible to have small successes build on one another!
8. What is one personality trait that you think is universally important for a successful career?
Perseverance. Life is full of challenges, so rather than viewing challenges in a negative light, I view it as opportunity. There are always creative ways to address a challenge and if one thinks of it as an opportunity, then possibilities are endless.
9. Who was a mentor to you throughout your career? (can be more than one!) What did they teach you? How did they impact your life?
I have a long list of mentors including my science/chemistry teachers, professors, graduate and postdoctoral advisors, and countless more. Each has taught me different things from carrying out excellent research to mentoring others. All of them are responsible for the academic scientist I am currently. I continue to seek their advice and support.
10. What do you think is the best advice you've ever received ? What advice would you give your younger self if you had the chance? What’s one piece of advice you can pass on to us?
The best advice I ever received is to not listen to those naysayers. I would advice my younger self to speak up and network early on in life. I was very quiet and did not speak up and now that I am a professor, I encourage students to participate and engage. Many of them are afraid because of: 1) being wrong or 2) thinking that their question will be stupid. My answer as a professor to students are: 1) its OK to be wrong as this is an opportunity for learning and 2) it is important that you and everyone understand so there is no real stupid question. So my advice is speak up…and the more you do, the more you will learn, engage and the easier it will be.
I grew up in NY and as a student excelled in math and science. While I didn't know that I would always be a professor of chemical and biomolecular engineering, I was definitely encouraged by teachers and mentors to continue to studying math and science. In high school, I fell in love with chemistry and participated in internships in various hospitals and labs right after my freshman year. This led me to major in chemistry (while minoring in philosophy) as and undergrad at Fordham University while continuously working in research labs and teaching/tutoring others in science. After receiving my BS, I was awarded an NSF predoctoral fellowship and chose to pursue bio organic chemistry at Yale University. After obtaining my PhD, I then moved to Caltech and carried out research in the division of chemistry and chemical engineering as an NIH post-doctoral fellow. As I was encouraged by my advisors to pursue an academic career, I applied for faculty positions and landed at NYU in the Chemical and Biomolecular Engineering Department and have been guiding students in research while also actively teaching undergraduates and graduate students.
2. What exactly IS your job? What do you do on a day to day basis?
I am a professor and I instruct/teach STEM classes while also lead a research group of talented graduates (PhD as well as MD), undergraduates, high school students and post-doctoral scientists/engineers. The research we carry out fall under the umbrella of protein engineering and molecular design. We essentially design and engineer proteins with specific applications in medicine and environment. On a day to day basis, I mentor students and researchers, continuously apply for funding to help support my research and educational activities while also carrying out outreach activities to inspire K-12 students in STEM. I also am interested in entrepreneurship and have been exploring ways to help integrate it into curriculum for our students.
3. How does STEM relate to your job? How do you use the information you learned from your degree in your job?
All the studies and research in STEM I have carried out as a student directly relates to my job as I am involved in educating students directly in the classroom through the courses I teach, conducting and leading STEM research, while reaching out to K-12 students through developing an iPad app to teach chemistry to developing hands-on engaging modules in science.
4. Have you faced any discrimination/ challenges being a woman in a stem field? If so, how did you deal with it? Do you have any advice for up and coming women in STEM?
Unfortunately I have faced challenges as a woman in STEM in both indirect/subtle and very direct ways. I have dealt with it in three ways: one is to be the very best I can be as a scientist/engineer, second is that I've developed selective hearing in which I tune down those who've been un-supportive and third is to develop a network of support to together bring light to any discrimination as much of it is subtle and unconscious to many. These principles have helped me tremendously and I would offer advice to others to really build that network and support one another.
5. What is the best and worst part of your job? What do you look forward to in your job on a day to day basis? What do you wish you could change?
Best part of my job is by far is carrying out the research we do in our lab and being there firsthand to watch the students and researchers mature as scientists/engineers. The worst part is the fact that funding for research is limited and as all researchers must compete for the same limited pool of funds, this translates into continuous applying for funding with low likelihood of success. I wish I could change the money allocated for STEM research so this problem would end.
6. How do you balance your work and personal life? Any secrets or advice you’d like to share?
I've learned to prioritize and for me, my family is on the top of my list. I have a young daughter and I make every effort to be there as a parent for her. I share all household and family responsibilities equally with my husband. Similar to work, I have developed a strong network of support with friends and family to help take care of our daughter.
7. What do you define success as?
My definition of success is being able to achieve a goal through perseverance in the face of challenge and obstacles. The nature of success for me is directly tied to the magnitude of the challenge. And it is possible to have small successes build on one another!
8. What is one personality trait that you think is universally important for a successful career?
Perseverance. Life is full of challenges, so rather than viewing challenges in a negative light, I view it as opportunity. There are always creative ways to address a challenge and if one thinks of it as an opportunity, then possibilities are endless.
9. Who was a mentor to you throughout your career? (can be more than one!) What did they teach you? How did they impact your life?
I have a long list of mentors including my science/chemistry teachers, professors, graduate and postdoctoral advisors, and countless more. Each has taught me different things from carrying out excellent research to mentoring others. All of them are responsible for the academic scientist I am currently. I continue to seek their advice and support.
10. What do you think is the best advice you've ever received ? What advice would you give your younger self if you had the chance? What’s one piece of advice you can pass on to us?
The best advice I ever received is to not listen to those naysayers. I would advice my younger self to speak up and network early on in life. I was very quiet and did not speak up and now that I am a professor, I encourage students to participate and engage. Many of them are afraid because of: 1) being wrong or 2) thinking that their question will be stupid. My answer as a professor to students are: 1) its OK to be wrong as this is an opportunity for learning and 2) it is important that you and everyone understand so there is no real stupid question. So my advice is speak up…and the more you do, the more you will learn, engage and the easier it will be.