In an enlightening conversation with EdPublica, Sajikumar Sreedharan, Associate Professor at the NUS Yong Loo Lin School of Medicine, Singapore, shares his research insights on memory formation and the transition from short-term to long-term memory. His areas of research include aging and neurodegeneration, the neural basis of long-term memory (LTM), and synaptic tagging and capture (STC) as an elementary mechanism for storing LTM in neural networks. He also explores metaplasticity as a compensatory mechanism for improving memory in neural networks. With a career spanning over two decades, Prof. Sreedharan discusses his key findings, innovative methodologies, and the significance of receiving the “Investigator” award from the International Association for the Study of Neurons and Brain Diseases. Join us as he reflects on his journey and the collaborative spirit that drives his research.

Edited Excerpts:

Your research has been recognized for significantly advancing our understanding of memory formation. Could you elaborate on your key findings related to the transition from short-term to long-term memory?

I have been working in the field of learning and memory since 2000. My first mentor in neuroscience was Prof. T. Ramakrishna, the founder and first head of the Life Sciences Department at the University of Calicut, Kerala, India. He was a great motivator, and we often had insightful discussions about learning and memory in the evenings. I had the chance to work with him for my master’s dissertation, which was my first real research experience. Prof. Ramakrishna encouraged me to expand my knowledge further, and he connected me with Dr. Shobi Valeri, a senior researcher in Delhi at the time.

Dr. Shobi soon left for Germany to pursue his Ph.D. and recommended me to DRDO (Defence Research and Development Organisation). Dr. Shobi is now a senior scientist at the National Institute of Nutrition in Hyderabad. I worked at DRDO for a year before moving to Magdeburg, Germany, where I began my Ph.D. under Prof. Juletta Frey. She is well-known in the field of learning and memory, particularly for her research on the cellular mechanisms involved in forming associative memory.

In Prof. Frey’s lab, I discovered how different pieces of information can link together to form long-term memories. This work later inspired the development of many computational models of memory. After completing my Ph.D., I did my postdoctoral studies with Prof. Martin Korte in Braunschweig. There, I discovered how activating neurons before learning could enhance memory formation in the future, a process known as metaplasticity—an exciting and emerging area of neuroscience.

“Using animal models, we have uncovered the role of specific brain regions, like CA2 and CA1, in forming social and spatial memories—both of which are significantly affected by aging, neurodegenerative diseases, and mental health conditions

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Since 2012, I have been working at the National University of Singapore, where I have focused more on aging, neurodegeneration, and mental health. Using animal models, we have uncovered the role of specific brain regions, like CA2 and CA1, in forming social and spatial memories—both of which are significantly affected by aging, neurodegenerative diseases, and mental health conditions.

How do you approach the study of molecular mechanisms in memory, and what methodologies do you find most effective?

In my lab, we approach research questions by examining them from different angles—molecular, cellular, behavioural, and system-level. We choose the most appropriate method depending on the specific question we’re investigating. I can’t say that one method is better than the others because each plays an important role in confirming our findings.

Recently, we’ve been using optogenetic and chemogenetic tools, which allow us to target and stimulate specific neurons. These methods are particularly helpful because they ensure precision in how we activate or deactivate brain cells.

Congrats on receiving the “Investigator” award from the International Association for the Study of Neurons and Brain Diseases. What does this recognition mean to you personally and professionally?

Thank you for your kind words. As a researcher, I feel proud and happy that my work is being recognized internationally. Professionally, this recognition is a significant motivation to continue pursuing my research.

This achievement is not just mine alone—I owe it to all my Ph.D. students, postdocs, and research technicians who have worked with me over the past 20 years. This award is for them as well.

How do you feel your work contributes to the broader scientific community, especially concerning memory impairments related to aging and mental health?

I am the Research Director of the Healthy Longevity Translational Research Programme at the School of Medicine, National University of Singapore, where we have more than 36 scientists working on various aspects of healthy aging. One of our key areas is brain health. Living a long life is not meaningful without a healthy brain.

I am one of the principal investigators studying how neural networks are impaired during aging and neurodegeneration. My wife, Dr. Sheeja Navakkode, is also a neuroscientist, focusing on Alzheimer’s disease using animal models. Neural networks undergo tremendous changes during aging and in various mental health conditions. Our goal is to correct or rewire neural network activity so that memory can be preserved with minimal damage, especially during conditions such as aging, Alzheimer’s Disease, and mental health disorders.

(Read the full interview in the upcoming December 2024 issue of EdPublica magazine.)

She has drawn recent attention for her ground-breaking research initiative related to neurodegenerative diseases. Her work explores the potential benefits of medicinal plants as supplementary treatments for neurodegenerative diseases such as Alzheimer’s, Parkinson’s, and Huntington’s. In this edition of ‘EdPublica’s Women in Science’ column, we introduce Dr Claudia Ntsapi, a researcher at the University of the Free State (UFS) in South Africa. Addressing the significant underrepresentation of Black women in senior academic and research leadership roles in the country, she discusses her latest research, the challenges faced by women in science, and more in an exclusive interview with EdPublica.

Dr Ntsapi, PhD, is a registered Natural Scientist (Pri. Sci. Nat) with the South African Council for Natural Scientific Professions (SACNASP). She joined the University of the Free State in late 2019 as a lecturer in the Department of Basic Medical Sciences. In addition to her teaching responsibilities, Dr Ntsapi leads the NeuroCancer Research Group, overseeing a multidisciplinary team specialising in cell biology, cell physiology, microscopy, biochemistry, and pharmaceutical methodologies.

Could you share details about your educational journey and current professional role?

I acquired my undergraduate and postgraduate qualifications at Stellenbosch University, completing a Master of Medical Science in Human Genetics in 2015 and a PhD in Physiological Sciences with a specialization in Neurophysiology in 2018. My current job profile is that of a Senior Lecturer at the University of the Free State’s Faculty of Health Sciences, within the School of Biomedical Sciences, Department of Basic Medical Sciences. In this role, I occupy administrative, academic, research, and leadership positions at both faculty and institutional levels. 

“I admired professionals in lab coats and their selfless passion for finding answers and solutions to health-related conditions that remain clinical challenges using scientific methods and evidence

What sparked your interest in pursuing the Sciences, and what were your career aspirations?

As a high school learner, my academic strengths and interests were in chemistry, math, and biological sciences. While I was initially unsure about the exact career field I wanted to pursue, I was inherently curious and fascinated by professionals working in laboratories. I was a huge fan of TV series such as CSI: Crime Scene Investigation, which follows a team of forensic investigators solving crimes using scientific methods and evidence, and Numbers, which combined crime-solving with mathematics. These shows inspired me to aspire to a field reminiscent of what I witnessed in these series. I admired professionals in lab coats and their selfless passion for finding answers and solutions to health-related conditions that remain clinical challenges using scientific methods and evidence. True to my nature as an introvert, I continue to find myself most “at home” when working in a laboratory setting. While I could not have imagined the trajectory that my academic career would take, I am without a doubt in the right profession given my innate curiosity, passion for teaching, skills transfer, and biomedical research.

What do you think about the current status of women in science careers in your country?

Despite the gains in women’s participation in science careers in South Africa, women remain underrepresented in these fields. While there has been significant progress in increasing the participation of women in science-related disciplines, studies have confirmed that men continue to dominate science, technology, engineering, and mathematics (STEM) careers. This gender disparity is further heightened among Black women. Although women represent the majority of young university graduates in South Africa, only 13% of STEM graduates are women, with Black women being significantly underrepresented in higher academic and research leadership positions. This can be attributed to systemic barriers such as gender bias, lack of mentorship, and limited access to resources, which continue to hinder true equality in science careers. 

At our institution, the University of the Free State (UFS), there is an increasing commitment to support emerging researchers, especially women, through mentorship and research development opportunities. This is part of our institution’s Vision 130, which aspires to foster excellence in research and increase the impact of our scholars on the broader societal context. I am privileged to be one of the selected candidates in our institution’s Transformation of the Professoriate Mentoring Programme, which aims to grow a critical mass of excellent emerging scholars at the UFS. This programme equips all its candidates with both academic and research mentorship to advance their development towards assuming senior academic and research positions. More importantly, this programme supports candidates in accessing networking and funding opportunities, contributing to their establishment as researchers with the potential to create centres of research excellence in the future. My hope is that those of us who have access to such opportunities can also use our privilege and positions to mentor more women researchers from underrepresented groups in the various fields of science.

“Although women represent the majority of young university graduates in South Africa, only 13% of STEM graduates are women, with Black women being significantly underrepresented in higher academic and research leadership positions

What are your suggestions to improve the participation of more women in science-related careers?

 To improve the participation of more women in science-related careers, it is crucial to address the systemic barriers that hinder their progress. This includes creating more mentorship and networking opportunities for women, providing financial support and scholarships for female students in science career fields, and implementing national policies that promote work-life balance and support for working mothers. Additionally, efforts should be made to raise awareness about the contributions of women in science and to challenge stereotypes that discourage girls from pursuing science careers. Encouraging more inclusive and diverse work environments where women feel valued and supported is essential for increasing their participation and retention in science careers. There is also a need for progressive policies that promote the employment of Black women academics in positions of authority in STEM fields. This will ensure the availability of a diversity of women mentors and academics to offer gender-sensitive support to students.

 Please tell us about your current research and its impact in the sector?

Our research group is assessing both pharmaceutically uncharacterized and the repurposing of well-known medicinal plants that have been previously reported to improve brain function in aging individuals. While these medicinal plants have shown promise in enhancing brain function in various brain-related conditions, their neuroprotective efficacy against neurodegenerative diseases remains unclear, especially as the disease progresses in severity. This is one of the focus areas of our ongoing research. I am involved in several multidisciplinary projects, collaborating with both national and international research experts from countries such as Denmark, the UK, and various national institutions, as well as colleagues from the University of the Free State. One of the primary goals of our ongoing research projects is to explore the therapeutic potential of underexplored nutraceuticals and indigenous medicinal plants in preserving vulnerable neuronal cell populations using 3D based neuronal cell models.

These models will be developed in collaboration with researchers in the University of the Free State’s School of Clinical Medicine, utilizing the CelVivo ClinoStar 2 System. This cutting-edge technology, mimics ‘animal model-like’, allowing scientists to generate cell-based models that closely resemble in-vivo like conditions. We will specifically focus on the technology’s applications in studying age-related neurodegenerative disorders, such as Alzheimer’s disease. The potential impact of this research is immense, as it may contribute to the development of novel therapeutic strategies for combating the debilitating progression of neurodegenerative diseases, ultimately improving the quality of life for affected individuals and their families. 

What is your message to aspiring students who wish to take a career in the sciences? 

Pursuing a career in the sciences requires dedication, hard work, relentless effort, and an unwavering commitment to learning and growth. It is a path filled with challenges, but the rewards are immense for those who are passionate about contributing to the betterment of humanity through medical science research. This means working tirelessly to uncover new insights, develop innovative solutions, and share your findings with the world. It means staying committed to your goals, even when faced with setbacks, and always striving to push the boundaries of what is known. Marie Curie once said, “I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairy tale.” This sense of wonder and curiosity should be at the heart of your scientific endeavours as an aspirant biomedical researcher. You must be driven by a deep curiosity and a desire to understand the world around you. The journey is not just about personal success but about making a meaningful impact on society. The hard work and perseverance you invest in your studies and research will not only advance your knowledge but also contribute to solving real-world problems and improving the quality of life for others. Lastly, remember that science is a collaborative field.

“Marie Curie once said, “I am among those who think that science has great beauty. A scientist in his laboratory is not only a technician: he is also a child placed before natural phenomena which impress him like a fairy tale.”

Seek out mentors, build networks, stay humble, and be open to learning from others. Your contributions, no matter how small they may seem, are part of a larger puzzle that future generations of researchers will continue to build upon. If you are passionate about making a difference, if you are committed to the relentless pursuit of knowledge, and if you are driven by a desire to contribute to the greater good, then a career in the sciences may be the right path for you. Embrace the journey, stay curious, and never lose sight of the profound impact your work can have on the world.

When it comes to education, the past 10 years have been a remarkable journey for India, says Dr. G. Paradha Saradhi Varma, Vice Chancellor, KL University. According to him, the Narendra Modi government has launched various initiatives like the Atal Innovation Mission (AIM) and Startup India to foster innovation, entrepreneurship, and research in the education sector. But despite these measures, issues such as unequal access to school, high dropout rates, faculty shortages, and inequities in learning remain the same. More substantial reforms are required to address structural concerns and promote fair access to quality education for all, Dr. G. Paradha Saradhi Varma says in an interview with EdPublica. Here are the excerpts.

How do you look at the quality of India’s higher education scenario? 

The evaluation of the quality of higher education in India involves considering a variety of criteria, including academic standards, faculty expertise, research output, facilities, industry partnerships, and graduate employability. When we talk about academic standards, they vary across institutions, and some of them are maintaining updated standards while others are still continuing with the same outdated curriculum and teaching methods. 

There is a need to focus on the employability of future graduates rather than employment. Due to skill mismatches, graduates often face challenges in finding the right employment. There is an urgent need to focus on career development and guidance, which can be achieved through exchange programmes, faculty expertise, and industry-academic partnerships. Therefore, I believe that we have come a long way, but there are still some gaps that need to be filled. 

What do you think of India’s new education policy?

As an educator, I think India’s new education policy is a massive and ambitious transformation aimed at revamping the country’s education system. It led to a more holistic and flexible approach to learning, an increased focus on the incorporation of technology in education, the promotion of multilingualism, and the importance of vocational education and skill development.

Overall, the new education policy has received attention for its broad vision and ability to address long-standing issues in the Indian educational system. However, successful implementation will be dependent on efficient execution at all levels, proper finance, capacity building, and stakeholder participation.

To meet the needs of the constantly changing global economy, greater emphasis must be placed on skill development, critical thinking, and creativity

Does the current education system help India achieve the goal of becoming an education superpower? 

While India’s current education system has produced many great professionals and academics, it still confronts certain challenges that may hinder its progress towards becoming an education superpower. There are gaps in access to excellent education, obsolete curriculum and teaching techniques, insufficient infrastructure, and skill mismatches in the labour market.

To realise its objective of becoming an education superpower, India must address these difficulties by enacting reforms aimed at boosting access to education, improving curriculum quality and relevance, investing in infrastructure and technology, and encouraging innovation and research. To meet the needs of the constantly changing global economy, greater emphasis must be placed on skill development, critical thinking, and creativity. 

The current education system may certainly be a stepping stone for India, but not enough to achieve its huge goals. 

How do you assess the 10 years of Narendra Modi’s government from an edupreneur’s perspective? I mean, the impact of the government’s policies on the education sector?

From an edupreneur’s perspective, I think the past 10 years have been a remarkable journey, and the government has launched various initiatives like the Atal Innovation Mission (AIM) and Startup India to foster innovation, entrepreneurship, and research in the education sector. Initiatives like the National Institutional Ranking Framework (NIRF) are directed to promote transparency and excellence in higher education institutions. 

The government also promoted certain digital learning programmes, such as Digital India and SWAYAM, which are the need of the hour for facilitating learning beyond traditional classrooms. Despite these measures, issues such as unequal access to school, high dropout rates, faculty shortages, and inequities in learning results remain. More substantial reforms are required to address structural concerns and promote fair access to quality education for all members of society. 

How is KL Deemed to be University different in terms of quality and education approaches? 

KL Deemed to be University focuses on providing practical and industry knowledge to its students rather than only classroom and theoretical learning. We aim to deliver deeper understanding in every field, including engineering, management, agriculture, architecture, fine arts, pharmacy, hotel management, commerce, the sciences, and the humanities. For better exposure, we have partnered with corporates to ensure students are equipped with up-to-date skills and facilitate a well-paying job upon completing the course. Along with maintaining industry standards, we understand the necessity of co-curricular activities, which ultimately leads to improving the quality of education. 

At our university, we equip students for the future with a dynamic learning environment. Our fully flexible choice-based credit system, 253+ labs and research centres, and 350+ patents by faculty and students promote a stimulating environment for intellectual exploration. Guided by our distinguished faculty of over 750 PhDs, students will gain the knowledge and skills to thrive in a competitive world. The university offers a vibrant campus life filled with opportunities to pursue their passions through a tech club, hobby club, and sports club. 

How do you look at the concept of education in the age of artificial intelligence?

The future is AI-powered, and the university equips students for it! As engineers, data scientists, and computer scientists, our skillsets are rapidly evolving with AI. KL recognised this trend years ago, integrating it into the curriculum years before it became mainstream. This proactive, future-focused approach, combined with our industry-relevant programmes, ensures that the graduates are not just career-ready, but are also equipped to thrive in the age of AI. 

As an educator, I believe colleges will place a greater emphasis on industry and skills-based curricula, preparing students to be adaptive and lifelong learners. This includes teaching students critical thinking, problem-solving, and agility skills. This shift towards industry-aligned skills and lifelong learning will empower graduates to steer towards the ever-changing job market and excel in a world that demands adaptability and innovation.