Dr Mark Dallas
Associate Professor in Cellular Neuroscience, University of Reading, UK

Q. What led you into academia?

A. My undergraduate degree in Anatomy and Physiology opened the world of physiological research to me and from there I was intrigued to know more about getting involved and my career options. After graduating I took the plunge to continue my journey in academia with a PhD in neuroscience. My PhD studies provided me with a first-hand experience of scientific research and I had an excellent supervisory team that inspired me to be an active part of the wider scientific community. This experience really shaped my desire to continue in neuroscience research, but also highlighted the fragile nature of career progression in academia. I have been lucky in my career progression, and that is down to an unhealthy work-life balance, but also connections I have made in the wider scientific community supporting me along the way.

Q. How did you hear about membership of The Physiological Society, how long have you been a member and what do you value most about your membership?

A. I joined The Physiological Society when doing my PhD at the University of Leeds and it was my supervisors who highlighted the importance of being a member of a learned society to develop as a scientist. Membership of The Society has supported me at distinct points along my career timeline. I have valued the access to different funding streams. For example, my Fellowship Award offered me the opportunity to develop some Outreach resources, which I am enthusiastic about but have routinely struggled to find funding to support my creative ideas.

Q. You were funded by The Physiological Society to conduct an outreach project that would increase awareness, curiosity, and subject engagement with physiology. Why do you think it is important to raise awareness of physiology in schoolchildren?

A. My Fellowship seeks to expose school-children to the wonders of physiology, and in particular the brain. We are creating a range of resources to support engagement in physiological research, and we hope to share these with teachers and members of The Physiological Society soon. With all the pressures in the educational system it is hard to find time and the right material to inspire school students that physiology is interesting and can offer career prospects for their futures. Too often it is a career in medicine that grabs the attention of students, but rarely does the contribution of physiology get a mention so my Outreach efforts aim to reset students’ perception of physiology as a career opportunity through engaging them with innovative research. This is vital if we are to maintain excellence in physiological research and continue the work of The Physiological Society.

Q. You are now roughly halfway through your project; how has the support helped your project move forward?

A. The support I received has been instrumental in me taking these ideas and bringing them together in a coherent programme of work. It has also allowed me space in my calendar to build towards something. The support has therefore given me time to develop ideas and collaborate with others to make resources and materials that teachers and other members of The Society can use.
Already we have been into primary school classrooms to deliver some workshops where the children get a chance to build a brain. This was exciting, and challenging as well, as it was slightly different to delivering lectures. Dr Lizzie Burns, an artist, whom I have been collaborating with has been able to help me visualise things in a creative and engaging way, which I could not have imagined. It was great to see the children engaging in the session and asking loads of questions, not only about the brain but about my job as a scientist. These are sessions I now look forward to rather than just seeing them as a process about ticking an outreach box for promotion.

Q. How do you think receiving Society support has helped with your career development?

A. Outreach is often overlooked. There is a constant demand to submit research grants, and this is viewed by institutes through the lens of the financial reward and often Outreach awards are of a lesser amount. I would argue that making an impact with any Outreach event can be as reputational-building for an institute and funders as a research grant award. This Fellowship therefore provided me with external recognition that was valued by my institute, and I wish to build on this and help shape Outreach/Public Engagement activities within my institute and share my passion with other researchers who are keen to try but are unsure of first steps. The Physiological Society award has therefore added to my external esteem in Public Engagement, which has helped me to develop my career in this area and is which is now being recognised at an institutional level. This will therefore help with any promotional application down the line, and build my evidence base to support my Public Engagement narrative.