Thursday, October 30, 2025

Career Profile: April Russell, Founder and Entrepreneur, and Creative Pathways in Astronomy Careers

The AAS Committee on the Status of Women in Astronomy has compiled dozens of interviews highlighting the diversity of career trajectories available to astronomers, planetary scientists, etc. The interviews share advice and lessons learned from individuals on those paths.

By Kimberly Mitchell

April Russell has navigated a unique career path in astronomy and physics. Russell graduated from MIT in 2002 with a B.S. in Astrophysics and an M.S. in Planetary Science. Once she finished her degrees, she worked in the private sector for Raytheon, but she didn’t like working in defense technology. Not certain she wanted to pursue a path in teaching, she decided to go to law school. It only took a semester for Russell to realize law wasn’t the right path, either. She took a career break and began her family.

April Russell wearing glasses and standing outside with snow in the background.
Photo: April Russell
Educational and Teaching Opportunities

Getting back to work after a break to raise children can be challenging. Russell was able to find a pathway back to astronomy by working at a local observatory and astronomy center, where she worked in education and public outreach. She enjoyed that enough that she also did some teaching locally. Khan Academy was hiring subject matter experts to create its online courses. Russell was hired as an SME in physics. She created the coursework for Khan Academy learners, but more importantly, she made valuable connections with other SMEs as they worked to create high-quality educational content.

These connections have served Russell well. She still keeps in touch, checking in with other experts, and occasionally recommending jobs or reaching out to her network to see what might be available.
Russell enjoyed the educational aspect of these jobs and obtained a Master’s in Education. She also did contract work for the Department of Education, focusing on K-12th-grade content in the physical sciences. She also took on visiting professor positions at Vassar College and Siena College, where she taught astrophysics, astronomy, and earth science. 

Writing and Publishing

Russell’s depth and breadth of work in education, as well as her background in physics and astronomy, made her the perfect candidate to write textbooks and educational material. She is a prolific writer, contributing to textbooks published through John Wiley & Sons, 5 Ponds Press, and Pearson. Her focus remains on the physical sciences, physics, and astronomy. Russell has also published many articles on astronomy, featured in Icarus and Astronomy.

Entrepreneurship

In 2017, Russell took the experience gained from teaching, designing coursework, and writing to create Take Space Consulting. Through her business, Russell guides physical science educators and researchers through curriculum development, including planning, design, and strategy. 

In 2023, Russell also became the CEO of Astronomers Without Borders. This non-profit organization works to build and cultivate community through astronomy. Through a partnership with Celestron, she helped develop an AI telescope coach to get people comfortable with astronomy at home as they work with their new telescopes. 

On the Challenge of a Non-Traditional Career Path

Russell acknowledges her career path has been unique, cobbled together through a necessity to both work and be at-home/available for her children. Much of her work has been contract work, finding that is what allowed her the flexibility to raise children, especially when one was diagnosed with a rare disease. The family has also moved twice during the pandemic, and Russell lost her mother around the time her contract with Khan Academy ended. 

“Honestly, 2018 through 2024 are such a blur,” she says. “I needed something to do as a distraction, but it couldn’t be full-time. I was trying to take care of my own mental health by having something outside of these high-stress situations at home.”

Russell knows her situation isn’t unique. Many mid-career women face the same choices. How do they have children and keep working? Can they stay at home and still work part-time? Russell says she has found that even companies that claim they are supportive of these conflicts have proven difficult. “A lot of environments aren’t fully supportive even when they claim to be. It’s a common and disappointing aspect of the current climate.”

“I’ve learned to pay attention to my gut when I’m talking to people around me. Before, I was a pretty analytical person and took things at face value. You want to trust other people, but really, you have to trust yourself first. It’s scary to jump into the unknown. It’s been really important to me to lean on my network. Keeping in touch, seeing what they’re working on, letting them know what I’m working on or looking for. That’s how most of the work I’ve gotten has shown up.”

What’s Next and Untapped Talent At Home

Russell has recently taken a break to reset from the last seven years, which were peppered with difficult circumstances. She’s found her focus through long walks, which allow her body to move and her mind to focus on the future. She’s contemplating a deep dive into astronomy education research. “The main textbook hasn’t been rewritten since 2000,” she notes. She’s also interested in focusing those thoughts into a Substack newsletter and YouTube channel—a niche she’s well prepared to take on. 

A colorful maple tree and photo of April Russell with a coat
Long walks to ponder next steps. Photos courtesy of April Russell.

Russell points out that in the K-12 educational sphere, there is currently no AP Astronomy exam, and in the Next Generation Science Standards, there are no spatial reasoning/awareness guidelines. “Spatial reasoning is one of the most basic things you need to be successful in astronomy.”

Finally, she’s pondering the depth of “untapped talent at home” that could be working on interesting and valuable projects if they had the time and financial support to do so. “There’s this group of untapped talent of women who are in the middle of their lives, unaffiliated, part-time, at home for their kids (or whatever the reason). It would be great to have some small grants to support their work. Grants don’t have to be for full-time work.” 

Russell’s wheels are turning on how to fund other women like her who have chosen non-traditional career paths and have much to offer the astronomy (and other) communities on a part-time basis. It’s a perspective likely to resonate with many, and Russell has the lived experience to understand just how important unique career paths are.

To keep up with April Russell, follow her Substack newsletter at https://aprilrussell.substack.com/ and on LinkedIn https://www.linkedin.com/in/april-russell-consulting/.













Thursday, October 23, 2025

10 Things You Can Do to Support Friends on the Job Hunt

If it feels like every other person on your LinkedIn page is searching for employment, you're not alone. We want to acknowledge what a challenging time this is for so many in our community and extended networks.
Image by Robin Higgins from Pixabay

Today, we offer some tips on how to encourage people you know, whether personally or through your network, who are currently out of work and seeking their next job.

1) Acknowledge their situation with a supportive comment. Don't scroll by when you see someone post they're out of work. They're in a vulnerable place, and they've taken the risk of posting that online.

2) Reach out personally. If you know them well and have their email or phone number, contact them 
directly. If they're more of a LinkedIn contact, send a direct message. Tell them you're aware of their situation and want to support them. Ask if there's anything you can do immediately, and reassure them you're actively thinking about their situation. 

3) Write a recommendation for their LinkedIn profile without being asked. Give specific reasons why your friend is great in their field.

4) Write a post on your LinkedIn account or other appropriate network about how this friend is an expert in their field. Include specific examples of what they've done and what they could bring to their next position. Make sure you tag them in your post.

5) Connect them to those in your network with similar skills, or people you know who could be hiring soon. Write an email or message linking the two and detailing why you think they should connect.

6) When you see job postings that fit your friend, tag them, send it to them, or even better, personally reach out to draw their attention. With every #hiring announcement you see, ask yourself if your friend could be a good fit.

7) If you know someone in that organization, reach out about the position to recommend your friend. Having an internal recommendation is a big win for job seekers.

8) Offer specific ways to support your friend instead of the blanket "reach out if there's anything I can do." Let your friend know exactly what you're going to do for them. (Connect them to a new company, look over their resume, schedule a quick call or meet up).

9) If you're in the same location, meet face-to-face. Find out what role they're looking for next. Buy them a coffee. Offer a little friendship and stress relief.

10) Check back in with them after a few weeks, and keep checking on them. Put it on your calendar if you need a reminder. Don't drop in once and disappear. 
Photo by Resume Genius on Unsplash

Job hunting can be a long and difficult season. Your support matters, most likely more than you'll ever know. You won't regret being on your friend's team as they job hunt, and you'll get to celebrate when they're hired for their next role. 

Then you can both support someone else in your community who needs a little extra lift as they search for a new role. We hope these small steps give you actionable items to follow as you support a friend on the job hunt. 

**AAS members looking for work, or supporting a friend who is, don't forget to visit the AAS Careers page, where you can find resources on job searches, tips, and more. 


Thursday, October 16, 2025

Guest Post: Invisible Journeys: The Struggles and Strengths of Displaced Women Scholars

Today, we welcome guest blogger Dr. Encieh Erfani, who is currently a researcher at the University of Mainz, Germany, and who writes passionately about science communication, as well as the struggles of women and displaced scholars in academia.

Invisible Journeys: The Struggles and Strengths of Displaced Women Scholars
By Encieh Erfani, Ph.D.
When I first heard the term “displaced scholar”, it sounded abstract, as if it belonged in a policy document rather than in someone’s life story. Yet for thousands of academics around the world, including myself, displacement is not abstract at all. It is a lived reality that reshapes careers, families, and identities. For women in particular, displacement magnifies pre-existing inequalities, creating a double burden: surviving exile while navigating the gendered challenges of academic life.
Today, as conflicts, authoritarianism, and crises push more scholars into exile, it is time to reflect on who these displaced women scholars are, what obstacles they face, and how the scientific community can respond.


Who Are Displaced Women Scholars?

There is no single, universally agreed-upon definition of displaced or at-risk scholars. Broadly, they are academics who are forced to leave their home institutions and, often, their home countries because of political repression, conflict, discrimination, or threats to their safety.
While all displaced scholars experience professional and personal upheaval, women often face unique challenges. Many juggle responsibilities as caregivers while trying to rebuild their academic careers in new and uncertain environments. Others encounter cultural or institutional barriers that make it harder to re-enter academia abroad. And because women are already underrepresented in many STEM fields, their forced displacement silences voices that are already too few.


Photo Courtesy of Encieh Erfani, Ph.D.
The Challenges of Displacement

The barriers facing displaced women scholars are complex and interconnected. Four of the most pressing are:
1. Interrupted Careers
Academic careers depend on continuity — building long-term projects, supervising students, publishing steadily, and securing grants. Displacement severs that chain. Labs are left behind, collaborations are cut short, and years of research may be lost overnight. For women, who already face systemic barriers to advancement, these interruptions can be devastating.
2. Visa and Immigration Uncertainty
A displaced scholar’s ability to continue her work often depends on navigating complex, lengthy, and stressful visa and immigration processes. For women who may also be responsible for children or other dependents, this uncertainty adds another layer of difficulty.
3. Isolation
Moving into a new academic environment without networks is isolating. Women scholars may find it even harder to access male-dominated networks of influence in science, making integration and recognition more challenging.
4. Gendered Barriers Amplified
Exile compounds gender inequities. Women displaced from countries with restrictive gender norms often face stereotypes in host institutions as well. At the same time, they may lack childcare support, mentoring, or policies tailored to their circumstances.
Behind each of these categories are human stories: an Afghan astrophysicist banned from teaching because of her gender; an Iranian scientist forced into exile for her activism; Ukrainian researchers trying to balance caring for their children while keeping their research alive abroad.


Why It Matters for Astronomy and STEM

Why should the scientific community, and especially astronomers, care? Because displacement is not only a humanitarian issue, but also a scientific one.
Every displaced woman scholar represents years of training, expertise, and creativity that science risks losing. Astronomy, like all sciences, thrives on diversity of thought and global collaboration. Yet when women are forced into silence or leave academia because of exile, our field becomes narrower, poorer, and less representative of humanity.
Astronomy in particular offers a symbolic reminder: while we study distant galaxies and exoplanets, we cannot ignore the struggles of those whose scientific journeys on Earth are disrupted. Science is a universal human pursuit, but access to it is not yet universal.


Pathways Forward

There are already organizations working to support displaced scholars. The Scholars at Risk (SAR) network and the Institute of International Education’s Scholar Rescue Fund (IIE-SRF) have provided placements, fellowships, and funding to thousands of at-risk academics worldwide. SAR arranged at least 164 positions in the 2023–24 period [1]. The IIIE-SRF reports that it supported 234 scholars in 2024 (and documents its cumulative totals since 2002 of over 1,100 fellows) [2].
For women, targeted support is critical. This includes:
  • Institutional commitments: Universities can develop fellowships specifically designed for displaced women scientists.

  • Mentorship and networks: Connecting displaced women to mentors and peers can reduce isolation.

  • Practical support: Childcare, relocation assistance, and mental health resources are often as important as research funding.

  • Recognition: Host institutions and professional societies should actively highlight and celebrate the contributions of displaced women scientists.

Astronomy departments and associations, including the International Astronomical Union (IAU), the American Astronomical Society (AAS) community, can play a role by opening opportunities, finding host institutes, inviting displaced women to conferences, and advocating for inclusive funding policies.


Photo Courtesy of Encieh Erfani, Ph.D.

Conclusion

The journeys of displaced women scholars are often invisible. Yet they are journeys of resilience as well as struggle. Supporting these women is not only a moral imperative; it is also essential for the vitality of science itself.
If we allow displacement to silence women scholars, we risk losing knowledge, perspectives, and discoveries that could shape the future of astronomy and beyond. If we act to support them, we affirm that science is truly a global and inclusive endeavor.
The sky reminds us daily that boundaries are human-made. Science, too, should transcend borders,  ensuring that no voice, especially that of a displaced woman, is left unheard.
References
  1. https://www.scholarrescuefund.org/about-us/by-the-numbers/?utm_source=chatgpt.com

About our Guest Blogger:

Encieh Erfani is originally from Tabriz, Iran. She earned her Bachelor's degree in Physics from Tabriz University, followed by a Master's degree in Physics with a focus on Gravitation from Azarbaijan Shahid Madani University.

In 2007 she was awarded a Postgraduate Diploma Scholarship in High Energy Physics from the International Centre of Theoretical Physics (ICTP) in Trieste, Italy. She completed her dissertation, "The Standard Model Higgs Boson as the Inflaton?" under the guidance of Paolo Creminelli in August 2008.
Erfani pursued a PhD in the Physics Department of Rheinische Friedrich-Wilhelms-Universität Bonn in Germany, where she successfully defended her thesis, "Inflation and Dark Matter Primordial Black Holes" under the supervision of Manuel Drees in August 2012.
After completing her PhD, she moved back to Iran and worked as a Post-Doctoral fellow at the School of Physics in the Institute for Research in Fundamental Sciences (IPM) in Tehran, and a visiting researcher at ICTP-SAIFR in Brazil. 
She returned to Iran in 2015 and joined the Physics Department at the Institute for Advanced Studies in Basic Science (IASBS) as an Assistant Professor. However, Erfani resigned on 23 September 2022 in support of the "Woman, Life, Freedom" protests, which led to her exile. Currently, she is a researcher at Mainz University in Germany.
Learn more about her work at her LinkedIn profile or website.

Thursday, October 9, 2025

Filomena Nunes and Tools for Women in STEM

By Kimberly Mitchell

When Filomena Nunes began teaching in the Physics Department at Michigan State University, she noticed many of her female students hitting a wall as they pursued degrees in STEM subjects, particularly in physics. Nunes knew the issues women face pursuing STEM degrees—bias, harassment, exclusion, imposter syndrome, lack of mentoring—the list goes on. As she watched her students struggle through the same issues Nunes faced as a student while obtaining her degree in physics and doctorate in nuclear physics, she realized she had to act. 

“This was bigger than physics,” Nunes said. She decided to create a course to teach female students how to overcome common issues Nunes often saw students struggling with at the beginning of a STEM career. Nunes devoted a summer to researching and crafting the course, calling it “a major endeavor.” She looked for outside resources and began with the book Success Strategies from Women in STEM by Peggy Pritchard and Christine Grant. 

The course, titled Tools for Women in STEM, began in 2019 at Michigan State. Nunes enjoys teaching this course in person, as she says one of the biggest takeaways she sees is how the students bond over shared conversations in class. Nunes first has students look outward at the stats and research to ensure everyone understands the current landscape of women in STEM, including current research and stats, and differential treatment. Then, students look inward to examine their own experiences, beginning with shame triggers and biases. Nunes leans on the work of Brené Brown, renowned for her writing on shame, courage, and vulnerability. Nunes admits that to take the course, students will have moments of vulnerability as they confront their own implicit biases to understand their starting points within their STEM paths. 

Students from Tools for Women in STEM.
Photo: Michigan State University
Once these areas are covered, Nunes focuses on the importance of finding a mentor, a topic she is passionate about, as much for the mentors as for her students. She has found that for mentors, whether they are professors or professionals outside academia, mentoring young people in their potential fields is stimulating and refreshing, and offers an opportunity for a unique relationship that doesn’t just benefit students. As students consider who they will ask to mentor them, Nunes stresses that the students are in charge. “They need to be active, not sit back and assume the mentor will come to them.”

She also coaches students through a common belief that the student is wasting the mentor’s time by asking for mentoring. She teaches students how to create common expectations between student and mentor. These expectations must be “rooted in reality, not in expectations that aren’t matched.” Just starting these conversations allows students and mentors to understand each other better. Nunes also covers how to receive mentor feedback in her class. “It’s important you use your feedback. Are you willing to receive it?”

“One thing I stress,” Nunes says about the students, is that “they are in charge. The mentee is in charge.” This flips the assumption that the mentor is the one in charge and the one who must be proactive. Instead, proactivity falls on the student, and Nunes teaches her students how to be proactive.

The mentoring aspect of the course has been so successful, three students who connected through the course decided to put together a mentoring program within a different department at Michigan State. The students lobbied the department chair, won approval, and the mentoring program is still going strong.

“It’s definitely not about me,” Nunes says about the course. “It’s about this space I create through the course to make these connections.”

Nunes continues to teach the course each year and hopes others might be interested in teaching it as well at their own institutions. Meanwhile, she also continues her own research and is currently interested in the merging of statistics and nuclear physics, an interest gained through working with a student who wanted to focus on the topic for her thesis. “I was willing to embark together and learn together,” Nunes says.

Nunes brings that attitude—to embark and learn together—to her students as they journey through “Tools for Women in STEM.” The next course will be held in person at Michigan State during the Spring 2026 semester.

To learn more about Tools for Women in STEM and about Filomena Nunes’ work, visit fimmnunes.wixsite.com.