In February 2024, I was featured on the Purple Science podcast where I talk about science and dance and the intersection of these disciplines. I talk about growing up in Ahmedabad, formative experiences at Darpana Academy of Performing Arts, working at Animal Help Foundation, coming to the US for my doctoral and post-doctoral work. 
I talk about science communication, misinformation, empathy in communicating science, and changes in perception of science after the pandemic. 
The podcast can be found here: https://podcasters.spotify.com/pod/show/srushti-chipde4/episodes/Sloka-Iyengar--Episode-021-e2fp70t
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I talk about how as scientists, we are never taught to communicate science to non-scientists, and how my experiences at the animal shelter, The Times of India with Margie Sastry Didi, and setting up the lab at University of South Carolina School of Medicine helped me refine skills of communication. I talk about expecting and embracing complexity in science. In re-listening to the podcast, I feel this sentiment captures it all: "Someone is paying me to think and do things that I already want to and love to do!"

Many thanks to Srushti Chipde for her thought-provoking questions and curation. 

Continuing the humanistic aspects of science are contextual factors. For international scientists like me, my love for science is tinged with the slight sadness of moving out of my country, not being able to spend my adult life with my parents, and intense homesickness that induced physical illness. However, these feelings are also mixed with happy memories such as my advisors teaching me about rock music, and suggesting artists that I might want to check out. To this day, Led Zeppelin takes me back to the lab and late nights I spent at the electrophysiology rig. Spending long hours in the lab allowed me to look out of the window and the beautiful oak trees. Many years later, hearing the news that my favorite tree had been cut, I choreographed a piece that depicted the sad demise of the tree and its impacts on the animals around it.   

What are some ways in which the arts and sciences come together for you? 

Scientific training makes it clear that science is bigger and more important than the scientist(s) doing the work of science. Scientific discourse is in the third person and is devoid of emotion. This is understandable – the pursuit of the sciences requires (and trains) a mind that needs to deeply focus on a single problem to the exclusion of all else. However, in popular culture, this has led to the archetype of a scientist as a socially inept “lonely genius”.

​Despite depictions of scientists as lonely, the “doing” of (applied) science is a group process consisting of an ecosystem of students, technicians, administrative support staff, mentors, mentees, janitorial services, cleaning personnel, administrators, animal, and vet techs. Science is not done in a silo, and the scientific ecosystem includes universities, funding agencies, and administrators.

What are some ways in which you have experienced the human side of science? 

Continuing the humanistic explorations of science, we looked at the role of gurus and institutions of higher learning in both disciplines. Another commonality between the sciences and the arts is failure. Indeed, failure is an inherent part of science and takes its toll on scientists. That said, outside of quotes by Thomas Edison on the importance of trying and failing, scientists are not expected to talk about failure. While scientists know that negative results are also meaningful and help push the field forward, they are rarely published as they are seen as failures [1]. This lack of reporting of negative results often leads to publication bias [2], impacting the field and scientific inquiry at large. The lack of avenues to report negative findings has also led to a lack of appreciation of ambiguity in science, enabling (unwittingly so) the failure of non-scientists to appreciate scientific ambiguity, giving the impression that all of science “works” perfectly all the time. 

Scientists face professional failures as well, including (contrived?) scarcity of the academic world, a toxic lab environment, the advisor’s funding running out, simply not having the aptitude for the field of work, and above all, imposter syndrome. Moving out of the academic world is considered a failure too – not moving on to an academic career of one’s own, going into the private sector - is looked down upon.

How can we embrace failure in the scientific endeavor and highlight its humanity? 

Literature cited:

1. Matosin N, Frank E, Engel M, et al. (2014) Negativity towards negative results: a discussion of the disconnect between scientific worth and scientific culture. Dis Model Mech 7(2): 171-173.
2. Song F, Parekh S, Hooper L, et al. (2010) Dissemination and publication of research findings: an updated review of related biases. Health Technol Assess 14(8): iii, ix-xi, 1-193.