Chemistry professor Olja Simoska has built a supportive undergraduate research space in the College of Arts and Sciences. Her lab tackles real-world health challenges—from antibiotic resistance to stress-sensing wearables—and students are in the middle of the action.
Simoska co-founded the Undergraduate Research Initiative in 2023, and since then has helped dozens of beginner scientists to find their footing. She was named a Distinguished Undergraduate Research Mentor for 2025, an award fueled by student nominations. It’s a recognition of her deep commitment to hands-on learning—and to helping students find their place in the lab early.
We dropped by her lab to find out how she connects students with meaningful, career-shaping experiences.
Working with Dr. Olja Simoska has been absolutely the most impactful part of my undergraduate experience. She pushes us to grow while also creating an environment where we feel supported and heard. With her support, I plan to pursue a Ph.D. in her lab after I graduate in May, before I head off to medical school. She leads by example, showing us not just how to be better scientists, but how to be better people and I am excited to continue to grow by her side.
Q: You co-founded the Undergraduate Research Initiative (URI) at USC to introduce students to research early on. What led you to mentoring undergraduates in the first place?
A: I wanted to “catch” students early—show them that research is the fun part that makes all the challenging classes worth it. I went to a small college in upstate New York on a science scholarship. I started research during my first semester, shooting lasers to create microscopic structures and patterns. It was thrilling, and it’s what kept me in the major when classes like organic chemistry made me question everything.
And from a faculty perspective, training someone in the lab takes time. It usually takes about a year before a student can work independently. By mentoring students from their first year, we can give them more time for meaningful, independent research.
Q: For those who don’t have a science background, please explain your research in simple terms. What are you studying, and why does it matter for human health?
A: My lab develops analytical tools to measure and better understand human health. One area we focus on is antibiotic resistance—specifically a type of bacteria that’s one of six deadly pathogens identified by the Center for Disease Control. These infections can affect immunocompromised people and stay with them for life, so we’re working to detect and diagnose these infections earlier to avoid unnecessary or ineffective treatments.
Another project involves building sensors to measure stress levels by tracking cortisol, a hormone linked to stress. We’re designing patches that can monitor cortisol in real time, which could have big implications for diagnosing conditions like Alzheimer’s disease or PTSD early.
We’re also looking at electron transfer in gut bacteria. The human gut hosts trillions of bacteria, and the composition of those microbes can affect brain function and mental health. By understanding how these bacteria behave and communicate, we can get a better picture of how our microbiome impacts overall well-being.
Q: Your research is complex and interdisciplinary, blending electrochemistry, microbiology and medical science. How do you help undergraduates navigate such a challenging and advanced research space?
A: I break everything down into small, manageable projects. We start with the basics—like learning to grow bacteria in a lab—and build from there. I always explain the “why” behind what they’re doing so they understand how their piece fits into the larger project. We often work in teams, with each student handling a different variable. That way, they feel ownership but also support.
Working in Dr. Simoska’s lab has been the highlight of my college career. Not only does she notify us of opportunities, but she also actively works with us to present our best work. She builds teams that are humble, accountable and uplifting. She expects big things from her students because she sees the potential in all of them.
Q: You’ve mentored students who’ve gone on to win major awards, present at national conferences and publish papers. What’s your approach to helping students grow into those kinds of opportunities?
A: We have monthly meetings where students can give feedback, because I want them to be excited about what they’re doing. They are each required to ask two questions during group meetings with graduate students. It pushes them out of their comfort zones and builds their confidence.
I also push them to apply for funding and awards early. Many students don’t realize those opportunities are even available. So we talk about it a lot and encourage them to aim high.
Q: Many of your papers include undergraduate co-authors. How do you involve students in meaningful, publishable research?
A: Undergrads often work closely with graduate students and contribute to ongoing projects. If they put in the work and make meaningful contributions, they earn authorship. It’s important that they feel like part of the team and not just assistants. I also encourage graduate students to actively mentor and integrate undergrads into their processes.
Success isn’t a straight line. It’s about how long you’re willing to sit in that in-between space—between not knowing and figuring things out—and taking ownership of your growth.
Q: What do you hope your students take with them after working with you—not just as researchers, but as future scientists, doctors or professionals in any field?
A: Success isn’t a straight line. It’s about how long you’re willing to sit in that in-between space—between not knowing and figuring things out—and taking ownership of your growth. You have to be open to guidance, to learning, to failure and to helping others. If you do that, you’ll succeed—not just in science, but in life. I just want to see my students shine. That’s the biggest thank-you I could ever receive.
Q: Finally, congratulations on receiving the Distinguished Undergraduate Research Mentor Award! What does this recognition mean to you—especially knowing it came from your students?
A: It means so much. I came to USC in fall 2022, so I didn’t expect to receive this kind of recognition so early. To know it came from the students makes it incredibly meaningful. More than 16 undergraduates nominated me, and that truly touched me. There’s nothing as exciting as seeing my students succeed—it's a feeling that never gets old. I put a lot of time and energy into mentoring because I believe no class can replace what they’re learning in the lab.