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Sophomore Iman Yousaf’s love of science was nurtured in her high school’s STEM Biotech Academy, a project-based program that allows students to take the equivalent of eight years of STEM classes in four years. 

Her interest in studying biology and chemistry at ����ɫ��ҹ University of California was inspired by her older brother, Azan Yousaf ’25, who came to ����ɫ��ҹ at the suggestion of a college advisor with the Marin-based college access nonprofit 10,000 Degrees.

Like Azan, Iman’s goal is a career in medicine. And, also like Azan, she selected ����ɫ��ҹ because of the science program’s focus on hands-on research with faculty mentors. 

“I knew that I wanted to go into science, and my brother was always talking about his biology classes at ����ɫ��ҹ and how he gets to do one-on-one research with a professor. I knew this was something that did not happen at all universities and that it was something that I wanted to be able to do,” Iman recalls.

As a first-generation college student who attended San Marin High School, Iman also wanted to remain close and connected to her family in nearby Novato. The middle of three siblings, Iman says her family is a source of both comfort and inspiration.

“My parents were immigrants from Pakistan, and I am so thankful for the opportunities they gave us. My dad didn’t go to college, and he really enjoys talking with us in the evening and hearing about what we are doing at ����ɫ��ҹ.”

Her first year, Iman arrived at ����ɫ��ҹ determined to make the most of her college experience. However, the initial transition was tougher than she had anticipated. 

“I did not think that the transition to ����ɫ��ҹ would be as big a transition as it was, especially because I was living at home. But because I was a commuter, I felt it was hard to feel as if I fit in with everyone else,” she recalls.

What Iman experienced is not at all unusual for many first-year students, and ����ɫ��ҹ has developed a system of support to help smooth the way. Through the “Navigating College” course Iman connected with a network of peers and staff mentors ready with both advice and encouragement.

“As a first-gen student you can rely on your parents for some things, but sometimes they do not know what you are going through,” Iman says. “Talking with a peer mentor helped me validate what I was going through and helped boost my confidence – it was a great help for me as a new student.”

Now a sophomore, Iman is fully immersed in college life both on and off campus. 

Her work last year as an Adult Clinical Student at Marin ����ɫ��ҹ in Greenbrae allowed her to experience a variety of inpatient care areas, including med-surg, maternity, cardiac care, ICU, the emergency department, and surgery. This year she was selected to join the popular ����ɫ��ҹ/Kaiser Pre-Med Mentor Program in which ����ɫ��ҹ students spend two semesters shadowing Kaiser Permanente physicians. The program gives students in-depth exposure to the medical field so they can make a more informed choice when choosing medicine as a career path. 

In addition to serving as the sophomore representative for the Student Honors Board, Iman works in the Student Success Center as a digital portfolio peer mentor. Digital portfolios are personal websites that allow students to electronically present their work, reflect upon personal and academic growth, and then share selected items with others, including professors, advisors, and potential employers. 

“I really like teaching and helping students and watching them make progress in their work and seeing their accomplishments,” Iman says. “I enjoy seeing them get more confidence in themselves.”

����ɫ��ҹ’s focus on undergraduate research – which captured Iman’s attention as a high school senior – continues to inspire her. Last year Iman rotated through four faculty research labs in the Department of Natural Science and Mathematics’ Research Methodology series. In each rotation, she learned a different aspect of scientific research. From writing scientific papers and communicating scientific information to understanding the fundamental ethical principles in research.

Iman particularly enjoyed her rotation with Professor Doreen Gurrola. Gurrola, who has been studying marine life for over 30 years, offers a course in collaboration with the California Academy of Science focused on studying the skull morphology and dental pathology of California sea lions. Field work and hands-on education are key to her teaching. 

“Each week, my students and I travel to San Francisco to examine the skulls. We measure various skull morphometrics and examine the dental pathology,” Gurrola says. “We are looking for trends between sexes, among age classes, along with geographic and temporal shifts. The students are collecting data through next spring. In the fall, they will analyze and present their data.”

From Gurrola, Iman learned how to summarize and present findings following a four-minute time limit, an essential skill for future presentations at academic conferences.

“From presenting my scientific article, I learned to only pick out the essential information from the introduction, methods, results, and conclusion for summarization. The experiences of this rotation were meaningful because I got to do a hands-on activity that showed me how scientists collect their data for their research.”

Iman was captivated not only by professor Gurrola’s passion for science, but also her ability to engage with every student in her class. 

“Professor Gurrola is a great mentor. She forms a connection with you and is also always pushing you forward,” Iman says. “In the van on the way to the California Academy of Science, professor Gurrola would talk with us about our career goals and would make sure that everyone was included in the conversation. She would draw us into conversations, and I knew that she was someone I could always go to if I wanted more support.”

Gurrola was on the selection committee for the Kaiser mentorship program. She knew that Iman would be an excellent fit. “When we had to choose candidates for the Kaiser mentorship program, I knew she would easily engage with physicians, asking questions and getting the most out of the program,” Gurrola says. 

“Iman is an inspiring student. She engages in her work, collaborates with her classmates, is the first to volunteer, and is dedicated to her goals. I also collaborate with her former high school teacher, who highly recommended her. Rarely had she seen such a motivated student. Iman really does make the most of all the opportunities presented to students.”

Iman is looking forward to continuing to work with ����ɫ��ҹ’s science faculty as she progresses through the program. 

“I have already had so many good experiences here, and I know that there are many more ahead. It’s super cool to do research at a university as an undergraduate, and that’s what we get to do here at ����ɫ��ҹ.”