ucl science communication phd

MRes in Speech, Language and Cognition

The new interdisciplinary MRes in Speech, Language and Cognition is aimed at applicants whose interest in language spans more than one discipline. Building on a first degree in linguistics, speech sciences, psychology, cognitive science, or a cognate discipline, students plan their own course of study (with the guidance of an advisor), selecting from a range of courses in several different UCL departments. The degree is a stand-alone 12-month Masters, but is also excellent preparation for PhD research in a language-related field of study.

The Programme

Aims of the programme:.

The MRes will allow individually-tailored choices from full range of UCL's graduate courses in language and communication, including:

All students will take obligatory courses in personal and professional research practice. Completion of the MRes may prepare students to undertake a PhD in a language-related area. For suitable students, this MRes may also form the basis of a 1+3 or 4 year PhD programme in one of the contributing departments. The degree is designed to be highly flexible, and the student will plan a programme that suits their individual needs under the supervision of an advisor. All students will be matched with a suitable advisor at the start of the degree.

The degree has four main components: M.F Foundation Course A range of courses in personal and professional research skills. M.1 Research Methods Seminars and workshops to develop critical analysis skills appropriate to this research area; recognize and select appropriate methodologies for specific purposes, including computational techniques; select and use specific software; master appropriate statistical methods. Choice of course dependent on prior background, consult your tutor for advice. Statistics options are explained here . M.2 Theoretical Frameworks in Speech, Language and Cognition Candidates choose four topic areas from the following fields of study. Not all options will necessarily be available every year.

M.3 Research Project A dissertation of not more than 10,000 words. May be (a)Lab-based, (b)fieldwork-based, (c)library-based, or (d)computational modeling. For guidance on psychology research projects, see the following:     http://www.psychol.ucl.ac.uk/courses/msc/researchmethods/empirical.htm M.4 Research Plan

Typical Full-Time Programme

Typical Part-Time Programme

The programme has one foundation area and four main study areas, all of which are obligatory. These areas are not equally weighted in terms of taught/independent study hours. Candidates must offer MF, M1, four topic areas chosen from M2, plus M3 and M4.

Students are required to achieve an average mark of at least 50% in each assessment, although a mark of 40-49% may be condoned for one essay in M2. For award of Distinction, students are required to achieve an average mark of at least 70% on the PhD plan and the research project.

Teaching Staff

Entrance requirements.

Normally, an upper 2nd class BA or BSc in a language-related area such as linguistics, speech sciences, psychology, cognitive science, or a cognate discipline.

Scholarships

One ESRC studentships for the academic year commencing October 2007 will be available. ESRC studentships provide up to four years full funding for post-graduate training, the first year of which would be the MRes. Contact Richard Breheny, richardb@ling ucl.ac.uk for full details. Full details .

One award of £500 is available for the MRes in Speech, Language and Cognition administered by the Department of Phonetics and Linguistics on behalf of the Centre for Human Communication.

Deadline: 15 May

Application Procedure:

Applicants should write indicating their intention to compete for the bursary to:

Ms Stefanie Anyadi Department of Phonetics and Linguistics University College London Gower Street London WC1E 6BT. Tel: +44 (0) 20 7679 7172 Fax: +44 (0) 20 7383 4108 E-mail: [email protected]

• Other sources of funding For an overview of other sources of funding available for graduates, please visit the UCL financial site .

To apply for this MRes, please visit the UCL graduate application and admission page .

More Information

If you would like any further information about this programme, please contact Richard Breheny at [email protected] or email [email protected] with your details. Alternatively, you may write to the following address: Graduate Admissions Department of Phonetics and Linguistics UCL Gower Street London WC1E 6BT UK

ASPIRES research: project blog

Studying the science and career aspirations of 10-23 year olds.

Archive for the 'science communication' Category

What shapes people with disabilities’ scientific aspiration and capital reflexions on science capital and science museums.

By ASPIRES Research, on 20 January 2023

Guest blog by Gabriela Heck

A Brazilian PhD student, Gabriela Heck, visited the ASPIRES team at UCL during her 6-month research exchange to the UK. In this blog she shares how the ASPIRES research helped inspired her own PhD project on inclusion in STEM for people with disabilities.

I first came across the ASPIRES project in 2021 and the findings helped inspire my own PhD research in Education, in Brazil. The ASPIRES findings show how various factors shape young people’s science identities and aspirations and, in particular, how these are heavily influenced by social inequalities (such as social class, gender and ethnicity) which in turn influence whether a young person has opportunities to experience, do well in, feel connected with, be recognised in, and continue with STEM. However, when we look closer at these inequalities in STEM, there is another underrepresented group, whose exclusion, I believe, needs to be considered more in depth: people with disabilities .

The exclusion of people with disabilities from STEM is an issue that I feel passionately about. I became aware of the exclusion of the Brazilian Deaf community from science while studying towards my Biology undergraduate (2018). There was a lack of materials and resources adapted to sign language, which can deter this community from feeling included and stop them from engaging with science.

In my PhD, I hypothesise that a lack of representation and accessibility in science leads people with disabilities to feel that this field is not for them and creates unequal patterns in scientific literacy, scientific aspiration and science capital.

To challenge these inequalities and promote the inclusion of people with disabilities in the STEM field, together with supporting young people’s science aspirations and science capital, my PhD proposes to look at how science museums can (better) support the science-related inclusion and aspirations of people with disabilities.

My research aims to identify both different accessibility features in science museums that can help people with disabilities to engage with science and also the forms of exclusion that are present in exhibitions and museum spaces. I will interview visitors with disabilities and understand their perspectives and experiences regarding science museum accessibility and their perceptions of how welcoming they feel that science museums are for visitors with disabilities. I also hope to explore how science museums can contribute to individuals’ science capital.

Between August 2022 and January 2023, I undertook a small-scale research project at Newcastle University and in October 2022 I was pleased to visit UCL to talk with the STEM Participation & Social Justice group about my PhD project and other activities that I have developed in Brazil, related to Science Capital.

Professor Louise Archer (ASPIRES Project Director) with Gabriela Heck.

Since 2021, I have been translating and summarising materials produced by the research group into Portuguese, and have made them available on social media , with subtitles and with translation to Libras (Brazilian Sign Language). I worked with the STEM Participation & Social Justice group (which the ASPIRSES project is a part of) to translate the YESTEM Equity Compass into Portuguese, and helped translate the Primary Science Capital Teaching Approach too.

I believe that Science Capital is a useful concept for understanding inequalities in science participation and the factors that lead to the (dis)continuation of young people in scientific fields after compulsory education. When focusing on people with disabilities, it can help us to understand the causes of their exclusion and foreground the lack of accessibility and representation as well as helping us to consider measures to support their inclusion and wellbeing in STEM. Breaking down barriers so that more people can be inspired by and engage with science not only expands the number of people who can work in STEM jobs, diversity also benefits and enriches STEM, enhances innovation and can help create a fairer and more inclusive society.

Further Reading

• ASPIRES 2 report (2020)
• ASPIRES report (2013)

You can find Gabriela’s Portuguese summary resources on Instagram , Twitter and YouTube.

Filed under Curriculum Changes , disabilities , Education Research , Inclusion Research , Research Impact , Science Capital , science communication , Science Education , Social Inequalities

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ASPIRES 2 responds to inquiry on science communication

By IOE Blog Editor, on 14 June 2016

— Emily MacLeod

In May, ASPIRES 2 researchers Professor Louise Archer and Dr. Julie Moote submitted evidence to the House of Commons Science and Technology Committee’s inquiry into science communication. The purpose of the inquiry was to investigate how the Government, scientists, the media and others encourage and facilitate public awareness of, and engagement in, science. Following the submission Professor Louise Archer gave oral evidence to the Committee at the Natural History Museum on 14 th June.

The evidence submitted used findings from ASPIRES 2’s national survey of over 13,000 15-16 year olds, and focussed on the science communication strategies being taken to encourage young people to study STEM subjects post-16 and to encourage those young people into STEM careers. We recommended that science communication efforts must work to diversify the image of ‘who does science’, and showcase science qualifications and skills as useful for a wide variety of careers.

(more…)

Filed under Career Aspirations , Careers Education , Committee Inquiry , Education Research , Findings , Science Capital , science communication , Science Education , STEM Skills Gap , Subject Choice , Women in STEM

Is GCSE Triple Science making the STEM skills gap wider?

By IOE Blog Editor, on 21 April 2016

When the 2006 GCSE reforms introduced the entitlement to take Triple Science from 2008, it was hoped that this widely praised three-qualification route would go some way to addressing the country’s STEM skills gap. But following the data collected from our national survey of over 13,000 Year 11 students, in addition to our longitudinal interviews with 70 of these students, researchers at ASPIRES 2 are questioning whether the Triple Science route really is serving society’s STEM needs. Emergent findings suggest:

• Socially disadvantaged students are less likely to study Triple Science –  In our study, the most socially disadvantaged students were two and a half times less likely to study Triple Science compared to the most advantaged. We also found that students in middle and bottom sets were much less likely to study Triple Science than their peers in top sets.
• Students don’t choose their KS4 science options – their schools do –  Despite the notion of ‘choice’ surrounding the GCSE selection process, 61% of the students surveyed taking Triple Science had this decided for them. What’s more, many of the remaining students indicated that they had been steered into taking a particular choice by their school.
• Students think that Triple Science is only for the ‘clever’ kids –  Triple Science was overwhelmingly seen as the route for those who are ‘clever’ and ‘sciency’, both by those taking it and those taking alternative options. Our interviews showed that this left Double Science and Science BTEC students feeling inferior, especially in schools which  threaten to ‘bump down’ Triple Science students to Double Science if they fail to achieve the top grades.

Filed under Education Research , Findings , science communication , Science Education , Social Inequalities , STEM Skills Gap , Subject Choice , Triple Science

Tags: STEM Skills Gap

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I still like science, but I still don’t want to be a scientist

By IOE Blog Editor, on 1 December 2015

Here at ASPIRES 2 we’re building on the work of our previous five-year study, ASPIRES, which collected data about science education and aspirations from over 9,000 students, and their parents, in years 6, 8 and 9 (ages 10-14). Using surveys and interviews ASPIRES found that, although most young people enjoy learning science, only a small percentage of students (15%) said that they aspire to be a scientist.

Filed under Career Aspirations , Education Research , Findings , Science Capital , science communication , Science Education

About this project

ASPIRES is a longitudinal research project studying young people's science and career aspirations.

This project was first based at King’s College London, having moved to the UCL Institute of Education in March 2017. It is funded by the Economic and Social Research Council.

Recent posts

• What are 21-22 year olds’ experiences of careers support?
• Is science capital related to positive education, employment, and health outcomes at age 21?
• Do university students feel that A levels prepared them well for degree study?

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Science Communication MSc

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This programme aims to train the next generation of science communicators to be mediators facilitating citizens’ engagement with technologies and the sciences. It combines a thorough practical curriculum in state of the art communication practices, closely connected to the world of work and career opportunities, with a theoretical backbone.

About this degree

Today, with the rise of populism and concerns that we might be living in the dawn of a ‘post-truth’ era, the relationship between expertise, knowledge and the public have been brought into question; science and technology are shaping our lives in profound ways, bringing a quality of life to some that previous generations could not have dreamed of, while leaving others untouched or feeling left behind. At the same time, science and technology is a significant and growing part of the world’s economy, offering well paid and interesting jobs as well as promising relief from some of the biggest challenges facing us as a planet.

This MSc in Science Communication sets out to train people to understand and help resolve some of these issues, recognising that good communication underpins many of the issues ahead, but that providing information alone will be insufficient to address tensions that arise between science and society. We recognise that even in the most ‘traditional’ science and tech PR or journalism roles, pumping out good news about science alone will not build the relationships, audiences or credibility that companies, broadcasters – or indeed society – want. To train the next generation of science communicators to be mediators facilitating citizens’ engagement with technologies and the sciences, we will combine a thorough practical curriculum in state of the art communication practices, closely connected to the world of work and career opportunities, with a theoretical backbone.

Who this course is for

The programme is suitable for students with first degrees in a variety of subjects including natural sciences, social sciences, history, philosophy or art and humanities.

What this course will give you

We have award-winning tutors, public engagement and fantastic academic programmes. As a department, Science & Technology Studies is respected across UCL for our dedication to teaching and learning. We commit ourselves to creating academic experiences that reward hard work. We are research active over an enormous range of topics. Our teaching builds on research not only in our subject specialties but also in the fundamentals of teaching and learning.

The foundation of your career

Our programme provides essential training for students wishing to pursue careers in science journalism, science documentary and filmmaking, science broadcasting, science museums, digital science communication.

Employability

Through our practical modules, taught by professional communicators, students will be able to start networking in the professional milieu of science communication.

Teaching and learning

You will be assessed by a variety of methods, including, essay, different formats of writing (blog post, news brief, press releases, features, profiles, etc.), short films, short podcasts, and presentations (poster, PowerPoint). This culminates in an independent science communication project.

Modules (Year 1)

A minimum of an upper second-class (2.1) Bachelor's degree from a UK university or an overseas qualification of an equivalent standard. There is no specific disciplinary entry requirement for this programme. Applicants with degrees from natural sciences, human sciences, social sciences, or arts and humanities are welcome to apply.

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Ucl (university college london): science communication.

This programme aims to train the next generation of science communicators to be mediators facilitating citizens’ engagement with technologies and the sciences. It combines a thorough practical curriculum in state of the art communication practices, closely connected to the world of work and career opportunities, with a theoretical backbone.

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UCL School of Management

University college london, msc marketing science.

Start date:  September 2025  Duration:  12 months (Full-time only) Fees:  UK - To be confirmed (per annum). Overseas - To be confirmed (per annum)   Application deadline:  Applications open in October 2024 Entry:  An undergraduate degree at 2:1 Honours (or equivalent) from a recognised university. Applicants are also required to meet the Level 2 English Language requirements.  Learn more . Location:  This programme is delivered at our Canary Wharf campus.  

The Marketing Science MSc is a unique program me  designed for students interested in mastering the latest analytical techniques and cutting-edge scientific methods in today’s dynamic marketing practice.

The world of marketing has increasingly become more driven by digital and technology, with many critical decisions informed by data and analytics. Marketing’s data revolution means that future practitioners will need to be both creative and analytically sound.

Our programme was designed with industry demand in mind, informed by direct feedback from employers from established organisations and enterprises. The programme equips you with the data analytical and digital technology skills needed to produce informed, evidence-based, and effective marketing solutions to meet organisations’ demands. 

The programme is well-suited for individuals passionate about marketing and data analytics. The practical focus of the programme ensures that graduates are well positioned to secure successful careers in large organisations, startups, or as entrepreneurs. 

As a Marketing Science MSc student, you will develop strong marketing intuition and strategic marketing insights driven by analytics.

The programme concludes with a group business project in which you address a significant marketing analytics challenge experienced by the client organisation. By drawing on the knowledge and skills you have gained during the MSc Marketing Science programme, you demonstrate your ability to integrate the learning and apply it into a novel real world marketing problem. 

PROGRAMME STRUCTURE

The programme is designed to introduce you to key marketing principles and data analytics, enabling informed decision making in strategic marketing. In Term 1, you’ll develop fundamental skills in statistical modelling, marketing principles, analytics, and programming. Term 2 advances to strategic skills in economics, marketing strategy, machine learning, and market intelligence, with options to specialise in pricing, data management, or risk analysis. Throughout the year, you’ll build and expand these skills, culminating in Term 3 with a business project that provides industry experience with an established organisation, and further specialisation in digital marketing or causal inference, preparing you for impactful marketing roles.

The programme will be delivered through a combination of lectures, workshops, class discussions based on case studies, practical sessions and group projects. 

Students will take 4 compulsory taught modules in Term 1. In Term 2, students will take 3 compulsory modules and 1 optional taught module, (choosing from 3 bespoke modules).

Finally, in Term 3, students will take the business project with 1 optional taught module,  (choosing from 2 bespoke modules).

All taught modules are 15 credits, and the business project in Term 3 will be 45 credits. The business project will put you into groups under the supervision of a faculty member to work with real-world external organisations. Students will be assessed on both individual and group components. 

Each taught module will typically be delivered over 10 teaching weeks, with 3 contact hours per week. Students are expected to spend approximately 7–12 hours each week in non-contact hours on independent study, assessment preparation, e-learning, and exam revision.

The total number of weekly contact hours may vary according to the module demand and weekly activities undertaken.

Programme for Students Starting in September 2025

HOW IS THIS PROGRAMME UNIQUE

This programme is like no other due to its analytical and data-driven nature, combined with rigorous research-backed teaching in marketing theory and practice. Developed by leading marketing scientists in collaboration with industry employers and with the continued support of dedicated external advisors with expertise in marketing and strategy, the programme equips you with all the skills needed to build a strong career in all facets of emerging marketing roles. You will also gain programming knowledge, which in today’s digital business landscape is becoming increasingly sought after by employers. 

Our programme uniquely positions you at the forefront of marketing in the AI era by seamlessly blending core marketing principles with cutting-edge data analytics and AI technologies. With hands-on industry projects and specialised tracks in digital marketing or causal methods, you are exceptionally equipped to lead, innovate, and drive transformation in today’s data-driven marketing landscape. This holistic approach to marketing enables you to identify customer needs, optimise pricing, enhance engagement, and deliver intelligent solutions that significantly improve company performance and drive revenue growth.  

The learning and teaching structure of the programme has been created with the real business world in mind. A combination of lectures and case study discussions will help you maximise your experience working both in a team setting and individually.

The final group project is an experiential learning module that creates a tangible project at a client organisation. Engaging with an external organisation during your studies and delivering a real solution will enhance your employability. It is a unique component of the programme, allowing you to practically apply the skills and knowledge you have developed on the programme to address an important marketing problem experienced by the client organisation. The types of projects will range from planning the expansion of product lines and reaching new customers in a new market segment to optimising marketing campaigns and creating and executing effective marketing experiments.

Our faculty members in the Marketing & Analytics research group will lead the delivery of the programme. With research degrees from the world’s leading institutions in quantitative marketing and economics, substantial expertise in cutting-edge marketing tools and methodologies, and with experience working with the world’s leading firms and technology companies on their marketing problems, they are ideally positioned to help our students develop highly sought after analytical marketing skills. The teaching team comprises not only of academic leads, but practitioners working in industry, providing the balance of academic and practical knowledge.

Exposure to industry insights to understand organisations’ strategic marketing decisions is a key element of the programme. As a Marketing Science MSc student you will have the opportunity to network with industry professionals and alumni and attend workshops and talks to build your professional network from the start of your time with us.  

Applications

We are looking for students with an analytical appetite who are passionate about marketing and creative problem solving.

As an MSc Marketing Science student, you are expected to be passionate and enthusiastic about both marketing and data analytics. You should demonstrate strong analytical mindset, a keen interest in leveraging AI and data for strategic decision-making, and a desire to lead and innovate in the dynamic marketing landscape. Our ideal students come from diverse and rigorous academic and professional backgrounds, bringing unique perspectives and experiences to the programme. No prior knowledge of coding or programming is required, however, Python will be a key component of the degree programme, and you should be highly motivated to develop these skills right from the start. With this in mind, we expect a great deal from our students, as you will no doubt go on to have great careers in cutting-edge organisations or create your own successful business. If you choose to study with us, you can expect to work hard and challenge yourself as we challenge you. 

Application Process

Applications for the 2025/26 open in October 2024.  Students are advised to apply as early as possible due to the competition for places.

Academic Entry Requirements

•    A minimum of an upper second-class UK Bachelor’s degree or an overseas qualification of an equivalent standard. Applicants must have a strong analytical appetite and aptitude for quantitative analysis, and can come with a variety of degrees including but not limited to management, economics, statistics, all areas of engineering, computer science, psychology and other physical or social sciences. International students can find their international equivalency on the  UCL international students website.  Applicants are not required to submit a Graduate Record Examinations (GRE) or Graduate Management Admissions Test (GMAT) result as part of their application. However, strong quantitative and analytical results in these tests can add weight to an application.

English Language Requirement •    The English language level for this programme is: Level 2. •    Further information can be found on our  English language requirements page.

Personal statement

A personal statement is a key component of the application process and must accompany the initial application. The statement should capture and articulate your motivation to pursue the MSc Marketing Science programme, demonstrating ambition and excitement for marketing and a strong appetite for analytical skill development. A unique, well-researched statement of grounded short- and long-term professional and personal objectives is preferred.

Key personal statement objectives:

• Demonstrate ambition and excitement for marketing, and a strong appetite for analytics and data.
• Provide a unique personal statement of grounded short- and long-term professional and personal objectives.
• Identify your strengths and weaknesses, and explain what you hope to gain from the programme.
• Show an understanding of the innovative nature and the mission of the programme.

Interview Applicants who meet the entry requirements and provide an appropriate professional statement will be reviewed. Those considered eligible for the next stage will be invited to an online video interview, with the invitation sent by email from Kira Talent. 

TUITION FEES AND SCHOLARSHIPS

Tuition Fees

​The 2025-26 fees will be published in Autumn 2024.  Learn more about tuition fees .

Scholarships and Funding

This programme may include opportunities for students to undertake optional international study trips. The costs of such trips are usually covered by students although some elements may be subsidised or grants available depending on the destination, organisational and support responsibilities. On average, costs would be around £1,000 to £1,750 depending on the trip location, personal flight preferences and spending habits as well as the prevailing exchange rates. 

As Marketing has increasingly become a data and digital technology-driven practice, employers are looking for specialists who combine traditional marketing theory and cutting-edge data analytical skills to assist companies through data-driven solutions. 

Our careers team works with students to enhance their employability, provide tailored individual career support, and facilitate connections with employers globally. Please visit our  Careers page  for further information.

Developed with industry demand and built in collaboration with employers’ insights, we envision our graduates to be highly sought after, working in a variety of roles.

Potential roles after graduation could include, but are not limited to:

• Marketing Analyst
• Digital Marketing Specialist
• Brand Analyst
• Marketing Manager
• Entrepreneur
• Al spoecialist in Marketing
• Customer Insights Manager
• E-commerce Analyst

This MSc Marketing Science programme’s inaugural cohort will join us in September 2025, and graduate outcomes data will be published subsequently. As a Business School across our existing MSc programmes typically 85% of UCL School of Management graduates go on to secure highly-skilled work or pursue further education in over 58 countries with a mean salary of £43,436 (Graduate Outcomes Data 20221-2022). 

CANARY WHARF CAMPUS

The programme is taught at the UCL School of Management’s home in Canary Wharf, at the heart of London’s business and finance hub. The strategic location provides access to a network of large organisations in the immediate surroundings. You will also be able to network with UCL School of Management alumni while you study and attend various events organised by the Careers team to build a strong foundational network.

For further queries regarding admissions please see the  UCL Postgraduate Admissions Webpage.  

You may apply now for a place on a programme without a current English test as long as you send your qualification as soon as you receive it. If you are offered a place, it will be conditional on you providing evidence of meeting UCL’s English Language Requirements before the start of the programme.

Principal Scientist with PhenoCycler Fusion experience (PhD)

About the role.

Internal Job Title: Principal Scientist I/II

Position Location: Cambridge, MA, onsite

About the Role:

We are seeking a highly motivated individual passionate about cutting-edge technology to explore single cell multiplex spatial proteomics. This role involves working with the latest generation PhenoCycler Fusion instrument and collaborating with translational immunologists, cancer biologists, and other researchers to advance our understanding of cellular processes in complex tissues and their application to drug development. This role offers exciting opportunities for career development, enhancing leadership skills and influencing collaborative efforts within various disease areas.

Key Responsibilities:

• Operate, maintain, and utilize the PhenoCycler Fusion (formerly CODEX).
• Build and optimize antibody panels.
• Conjugate and perform quality control of reagents.
• Consult with users on potential projects, including sample accessibility and experimental design.
• Optimize procedures, design panels, and provide data analysis consultation.
• Conduct multiplex imaging experiments.
• Perform basic data quality evaluation.
• Analyze data using licensed software.
• Maintain records of procedures and resultant data, both manually and on the computer.

Knowledge, Skills, and Abilities:

• Serve as a leader in spatial proteomic single cell biology and translational research applications, focusing on new targets, biomarkers/patient population selection, and treatment strategies.
• Focus efforts in priority application areas in Biomedical Research (BR) at Novartis to deliver impactful results through matrix collaboration with DA teams.
• Building on success from initial focused efforts, develop broader application strategies at BR in translational and reverse translation research, with support from leaders in Discovery Science, Disease Areas and Biomedical Research.
• Strong interpersonal and communication skills for close collaboration with team members.
• Ability to work effectively in a fast-paced, diverse environment.
• Good judgment, technical problem-solving, and analytical skills.
• Flexibility and adaptability as technology evolves.
• Prior experience in imaging techniques and applications in biological research.
• General lab skills and knowledge of lab safety and infection control.

Qualifications:

• Ph.D. in immunology, biological sciences, biochemistry, or a related field, and 2+ years of related postgraduate work experience
• Other technical and academic degrees will be considered with relevant research experience.
• 3+ years of demonstrated skill and experience using CODEX/PhenoCycler.
• Possess deep knowledge and expertise in immunology, biology, and multi-omics applications in translational research across various disease areas such as oncology (ONC), immuno-oncology (IO), immunity-driven diseases, and related treatment strategies.
• Understanding sample preparation, instrument optimization, and data analysis.
• Interest in bioinformatics and experience with software.
• Ability to identify and troubleshoot critical issues.
• Detail-orientated

Why Novartis: Our purpose is to reimagine medicine to improve and extend people’s lives and our vision is to become the most valued and trusted medicines company in the world. How can we achieve this? With our people. It is our associates that drive us each day to reach our ambitions. Be a part of this mission and join us! Learn more here: https://www.novartis.com/about/strategy/people-and-culture

You’ll receive: You can find everything you need to know about our benefits and rewards in the Novartis Life Handbook: https://www.novartis.com/careers/benefits-rewards

Commitment to Diversity and Inclusion / EEO: The Novartis Group of Companies are Equal Opportunity Employers and take pride in maintaining a diverse environment. We do not discriminate in recruitment, hiring, training, promotion or other employment practices for reasons of race, color, religion, gender, national origin, age, sexual orientation, gender identity or expression, marital or veteran status, disability, or any other legally protected status. We are committed to building diverse teams, representative of the patients and communities we serve, and we strive to create an inclusive workplace that cultivates bold innovation through collaboration and empowers our people to unleash their full potential.

Novartis Compensation and Benefit Summary: The pay range for this position at commencement of employment is expected to be between $112,800 to $186,000/year; however, while salary ranges are effective from 1/1/24 through 12/31/24, fluctuations in the job market may necessitate adjustments to pay ranges during this period. Further, final pay determinations will depend on various factors, including, but not limited to geographical location, experience level, knowledge, skills, and abilities. The total compensation package for this position may also include other elements, including a sign-on bonus, restricted stock units, and discretionary awards in addition to a full range of medical, financial, and/or other benefits (including 401(k) eligibility and various paid time off benefits, such as vacation, sick time, and parental leave), dependent on the position offered. Details of participation in these benefit plans will be provided if an employee receives an offer of employment. If hired, employee will be in an “at-will position” and the Company reserves the right to modify base salary (as well as any other discretionary payment or compensation program) at any time, including for reasons related to individual performance, Company or individual department/team performance, and market factors.

Join our Novartis Network: If this role is not suitable to your experience or career goals but you wish to stay connected to hear more about Novartis and our career opportunities, join the Novartis Network here: https://talentnetwork.novartis.com/network

Commitment to Diversity and Inclusion: Novartis is committed to building an outstanding, inclusive work environment and diverse teams' representative of the patients and communities we serve.

Why Novartis: Helping people with disease and their families takes more than innovative science. It takes a community of smart, passionate people like you. Collaborating, supporting and inspiring each other. Combining to achieve breakthroughs that change patients’ lives. Ready to create a brighter future together? https://www.novartis.com/about/strategy/people-and-culture

Join our Novartis Network: Not the right Novartis role for you? Sign up to our talent community to stay connected and learn about suitable career opportunities as soon as they come up: https://talentnetwork.novartis.com/network

Benefits and Rewards: Read our handbook to learn about all the ways we’ll help you thrive personally and professionally: https://www.novartis.com/careers/benefits-rewards

EEO Statement:

The Novartis Group of Companies are Equal Opportunity Employers who are focused on building and advancing a culture of inclusion that values and celebrates individual differences, uniqueness, backgrounds and perspectives. We do not discriminate in recruitment, hiring, training, promotion or other employment practices for reasons of race, color, religion, sex, national origin, age, sexual orientation, gender identity or expression, marital or veteran status, disability, or any other legally protected status. We are committed to fostering a diverse and inclusive workplace that reflects the world around us and connects us to the patients, customers and communities we serve.

Accessibility & Reasonable Accommodations

The Novartis Group of Companies are committed to working with and providing reasonable accommodation to individuals with disabilities. If, because of a medical condition or disability, you need a reasonable accommodation for any part of the application process, or to perform the essential functions of a position, please send an e-mail to [email protected] or call +1(877)395-2339 and let us know the nature of your request and your contact information. Please include the job requisition number in your message.

Culturally Compassionate Science Communication Panel

Science communication slam.

Ever get asked by your family or friends, what is your research about? Struggle to get them to understand? This is more common than you think and is a super good indicator that you’re ready to work on your science communication skills!

Unlock the power of your scientific voice at our  Science Communication Slam ! Join us for dynamic training sessions throughout May that provide a crash course in effective science communication. Choose from a menu of options and build yourself your own learning pathway, based on what  you  need.

We will be joined by two voluntary and community experts  to discuss ways that students and future scientists can communicate accurately and compassionately about health and medical research that affects marginalised cultural groups.  We want to encourage students to take into consideration how different marginalised identities may perceive scientific language, may have hesitations about scientific institutions and research, and how students can better understand how to address this in their practice

Our Guest Speakers: 

Priscilla igwe director of the new black film collective and sickle cell warriors project.

With funding from the BBC Children in Need’s We Move Fund: Youth Social Action, The New Black Film Collective have launched their Sickle Cell Warriors project to give young Black Sickle Cell sufferers the chance to make a big impact by telling their story through film.

Kirit Mistry  Chairman of  South Asian Health Action

South Asian Health Action is a registered charity that works to address inequality and lack of patient, carer and community engagement with major health related issues such asdiabetes, heart disease and organ donation.

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The TikTok Challenge: Section 230 of the Communication Law is Getting X’d

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Section 230 of the Communications Decency Act is probably anything but decent. The clause insulates social media (SM) from liability when hosting third-party content – even if dangerous or offensive - under a neutral “publisher” guise. But a surfeit of teenage and pre-teenage deaths accruing from embellishments and come-ons conjured by SM hosts is chipping away at this legislative armor. Maybe, though, not soon enough.

Tawainna Anderson brought the latest case on behalf of her daughter, Nylah.  Nylah had tuned into a video called “Blackout Challenge” on her uniquely curated TikTok “For You” page  (FYP). This “child-friendly” entertainment encouraged viewers to record themselves engaging in acts of self-asphyxiation. Entranced, Nylah partook. And, yes, she unintentionally hung herself. Nylah was ten.

Several cases are pending against social media- claiming not that the content per se was the causal harm but that the innovative algorithms, addicting, grooming (by encouraging likes and reposts), and other SM come-ons subject the host to liability. The thrust of these cases is the creation of an addiction, but the crux of any successful legal action against SM is the (hyping) conduct provided by the host itself. To leapfrog the legislative barricades, the plaintiff must demonstrate the many tweaks platforms introduce that mediate/facilitate/encourage user-content interaction. 

In the Anderson suit, addiction is not the precipitating cause of her daughter’s death. Instead, Ms. Anderson brings claims for negligence and product liability , but the activities involved are not direct: TikTok is being sued for creating a vehicle that provided a video inducing her child into performing fatal activities. Indeed, the means of Nylah’s death are horrendous. As described by the Court:

“Some videos that may appear on users’ FYPs are known as “challenges,” which urge users to post videos of themselves replicating the conduct depicted in the videos. The “Blackout Challenge . . . encourages users to choke themselves with belts, purse strings, or anything similar until passing out…… TikTok’s FYP algorithm recommended a Blackout Challenge video to Nylah, and after watching it, Nylah attempted to replicate what she saw and died of asphyxiation. The videos “encourage[d]” viewers to record themselves … and post their videos for other TikTok users to watch. Nylah, still in the first year of her adolescence, likely had no idea what she was doing or that following along with the images on her screen would kill her. But TikTok knew that Nylah would watch because the company’s customized algorithm placed the videos on her “For You Page” after it “determined that the Blackout Challenge was ‘tailored’ and ‘likely to be of interest’ to Nylah.” 

TikTok's defense reads, 

“§ 230 of the Communications Decency Act …to permit casual indifference [CD1]   [BB2]  to the death of a ten-year-old girl.” The Court strongly objects, noting this  position has become popular among a host of purveyors of pornography, self-mutilation, and exploitation, smuggling “constitutional conceptions of a ‘free trade in ideas’ into a digital ‘cauldron of illicit loves’ that leap and boil with no oversight, no accountability, no remedy.” 

The Court laments the ever-increasing use of the supposed defense. 

Notwithstanding, the same approach is being used to defend SM hosts in the addiction cases brought by various states and school districts, relying on., how the message was presented (recommended) as an “expressive” product to the user- to escape liability, “ Claiming that the message “communicates to users . . . [a] curated stream of videos [which] will be interesting to them” and is therefore protected not only under Section 230 but under the First Amendment. Those cases are still pending, but the track record of victories isn’t great. 

Even the Anderson Court notes various loopholes: “traditional functions of platforms including recommendations and notifications, arranging or displaying content – even via algorithms is not enough to hold [a defendant platform] responsible as the developer or creator of that content.” The Court goes further: “Had Nylah viewed a Blackout Challenge video through TikTok’s search function, rather than through her FYP, then TikTok may be viewed more like a repository of third-party content than an affirmative promoter of such content. “

However, a few cases eviscerating 230’s immunity exist, uniformly presenting horrific harms. 2017 saw the first crack in SM immunity. 

• In Lemon v. Snap , three teenage plaintiffs died as they filmed their “fiery” high-speed “car chase” via a Snapchat Speed Filter, speeding down a Wisconsin road at 100 mph. The parents sued for negligent design, claiming the interplay between Snapchat’s Speed Filter and its reward system of “trophies, streaks, and social recognitions” represented a design defect that encouraged dangerous high-speed driving, thereby causing their death.” They won -but it took till 2021 for Snapchat to remove its Speed Filter.
• In 2020, 19-year-old Devin Norring  bought  a lethal overdose of fentanyl on SnapChat , believing it was Percocet to alleviate pain. 
• In 2023, 14-year-old Adriana Kuch committed  suicide  after intense cyberbullying.

However, the instigation here is more insidious than creating a climate of chronic addiction – it is the creation of a particular and unique algorithm that enticed Nylah to watch and copy a death sentence. Brushing away TikTok’s attempts to situate its activity within the broad protection of 230 and relying on Supreme Court dicta, the Court held that a claim against them could stand, finding that:

“TikTok’s algorithm [1] is not based solely on a user’s online inputs. Rather, the algorithm curates and recommends a tailored compilation of videos for a user’s FYP based on a variety of factors, including the user’s age and other demographics, online interactions, and other metadata.”  

The First Amendment rights of the platforms are swiftly disposed of, says the Court, as indubitably First Amendment rights are limited - where imminent harm is at bay.

The issue before the Court is not whether Tik Tok will be held liable for Nylah’s death, only whether the case can proceed, which the Court ruled in the affirmative – at least in part. I would venture to guess that the product liability claim will fail. [2]  However, the negligence claim stands a good chance of prevailing – if that is, the Supreme Court doesn’t first intercede and strike down the 3 rd Circuit decision, as some strong supporters of SM protection argue. Supreme Court intervention seems likely unless Congress intervenes first.

Should the case be allowed to stand, TikTok’s awareness of the absolute dangers of their challenge should haunt them, as this is not the first devilish death from the Blackout Challenge. In 2019, 12-year-old Matthew Minor also suffocated  while attempting the TikTok “blackout challenge ,” with participants competing for who might cut off their brain’s oxygen first. Nylah’s mother claims that TikTok was aware of these and similar deaths and allowed users to post videos of themselves participating in the challenge. 

Indeed, as we know from the horrific Pacqui Challenge , this type of come-on proves especially alluring to children. Its adoption by social media, with its overriding ethos of cultivating addiction, is not surprising: Once Courts can circumvent the liability protections afforded to SM by 230, these cases will turn on conventional negligence theories, with a side benefit of creating deterrence by imposing large punitive damage verdicts. We have a way to go before this happens, but the courts seem to be on the right trajectory. As the Third Circuit summarizes:

“Section 230 only immunizes publishers or speakers for the content of the information from other providers that they make public. The CDA says nothing about immunizing publishers or speakers for their own conduct.”

[1] Defined by the Court as “a set of digital instructions that perform a task.”         

[2] Product liability claims affix only to products, not to services. While it can certainly be argued that the social utility of an absolutely dangerous commodity should be actionable, TikTok’s actions are more akin to providing a service rather than a product.

• Section 230 legal challenges
• TikTok Blackout Challenge lawsuit
• social media liability
• Communication Decency Act Section 230
• social media platform immunity
• TikTok negligence case
• youth addiction and social media
• dangerous TikTok challenges
• legal implications of Section 230
• Third Circuit Section 230 ruling
• TikTok algorithm and harm
• Section 230 reform

View the discussion thread.

Barbara Pfeffer Billauer JD MA (Occ. Health) PhD

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