Interview with Katarzyna Janik

Katarzyna Janik is Assistant Professor at University of Southern Denmark (SDU) at Mads Clausen Instituttet (MCI) in Sønderborg.

What was your motivation to pursue a career in physics, and how did you choose the field you are now specialized in?

Why physics? Because I was fascinated by how effortlessly mathematics describes physical problems, phenomena – well, the natural world. Yet, I never saw myself studying mathematics on its own. I needed context for mathematics, and physics provided exactly that.

I always loved the idea that physics offers the best approximations of reality through models expressed in the language of nature – mathematics. I was also drawn to the kinds of questions physics asks and, even more so, to the process of answering them. Additionally, I was amazed by the realization of how little I truly knew about the natural world – and how, the more I learned and understood, the more there was to explore.

Later, when I stepped into physics labs for research rather than student practicals, I realized that I also enjoyed getting my hands dirty in the lab. Suddenly, I had the opportunity to experiment with cutting-edge equipment, doing all sorts of weird and wonderful things. Without even realizing it, I transitioned into applied physics, focusing on nanomaterials and materials characterization.

Where have you studied, and what did your career path look like until now?

I earned my MSc in Physics from Jagiellonian University in Cracow, Poland. My MSc thesis opened the door to an EU project at the Risø National Laboratory in Roskilde, which led to research on pulsed laser ablation and deposition of oxide materials – first as a research assistant and later as a PhD researcher at DTU.

After my PhD, I worked at DTU CEN (Centre for Electron Nanoscopy, now part of DTU Nanolab) as a postdoctoral researcher and process generalist, focusing on electron- and X-ray scattering. It was also there that I became involved in university-level training and teaching, which ultimately led to a career shift. I transitioned into teaching physics and mathematics in secondary and lower secondary international programs. Teaching later took me to CERN and ESA, and my PhD degree, combined with my teaching experience, opened another door – I was accepted into the Researchers in Schools programme in the UK. And now, all my teaching experience and academic background have brought me full circle – I am restarting my academic career.

Can you share with us what your research is about and why it is important?

The current research project I am working on focuses on stretchable organic electronics. This field is important due to its wide range of applications. My personal favourites include wearable health-monitoring devices and soft robotics.

However, my work is more focused on the fundamental science of stretchable organic electronics rather than their direct applications. Specifically, I study organic layers deposited on stretchable support substrates. I am interested in understanding whether and how the stretching of the substrate affects the functional organic layer on top. Does it alter its morphology or conductivity? If so, do these changes enhance or hinder the intended function of the layer? These are examples of the questions I seek to answer.

Looking ahead, what are your future research plans, and which areas of your work are you most excited to explore next?

In research, I would like to explore the different avenues that my current project opens up for. In lecturing, I aim to continue refining my teaching to make learning even more effective. Both are exciting and full of challenges.

However, if I had to choose between the two, teaching excites me more. Teaching in its core is a relational, not transactional, endeavour – it is built on interactions with students. In my view, this makes it inherently more challenging but also more rewarding.

Do you communicate your research to the public or do other types of outreach? If so, please tell us about it. 

I have not yet had the opportunity to do this in my current position, but I was fortunate to participate briefly in the UK’s Researchers in Schools programme a few years ago. The goal of the programme was to bring PhD research into lower secondary schools in socially and economically challenged areas, with the hope of increasing students’ interest and participation in science.

Translating my PhD work into a language accessible to 14-year-olds was just one aspect of the programme. The second was becoming their regular teacher. The third involved giving schools a fresh perspective on the subject by having specialists in a given field teach it.

Do you have any hobbies outside of work that you are particularly passionate about? If so, would you like to share some specifics about what makes this hobby special to you?

Yes, I do several things – I practice yoga, winter bathing, and Lindy Hop dancing. All three help me get out of my head and stay grounded in my body. Yoga and winter bathing are, in many ways, very meditative, whereas dancing is highly social. In different ways, all three teach me patience – with myself and with others.

Lindy Hop, at its core, is a playful improvisation. Now that I think about it, it teaches me to embrace the idea of just winging it – a valuable skill in a broader life perspective, though not one that comes naturally to me.

What are your thoughts on the importance of being a mentor and advisor to students and younger scientists, and what is your own approach?

Most of my mentoring experience so far has been in secondary schools, and not only has it been important, but also inspiring – though certainly demanding as well. As a mentor and advisor, you get the opportunity to spark change in young people by encouraging them to think in new ways. Sometimes, you open their eyes to new perspectives; other times, you teach them practical skills. Whether it’s a new lab skill or a life skill, what truly matters is that students become more self-reflective and self-reliant.

I want my students to feel welcomed and to know that I believe in them. That said, I never back down from a fight when they try to wiggle out of doing quality work. Most of these battles backfire – but hey, you can’t blame me for trying to help!

Have you had mentors of your own during your career, and how have they supported you? 

Yes, and I will name them.

Prof. Jørgen Schou, my first Danish supervisor, made me feel welcomed in his lab – my first real research lab. At the time, I wasn’t really a lab person, but somehow, he turned me into one.

Prof. Luise Theil Kuhn, one of my PhD supervisors, was always ready to be a sparring partner for my research ideas.

Prof. Jørn Bindslev Hansen, for whom I conducted hands-on X-ray diffraction classes, was always positive and highly encouraging of my teaching. Now that I think about it, his influence played a key role in my decision to move into full-time teaching and work in secondary schools.

What advice would you give to young people, in particular women and minorities, who would like to pursue a career in science?

Follow your interests, but don’t be too stubborn or afraid to change your path when new opportunities arise. Believe in yourself, be visible, and don’t give up.

Try to see the bigger picture and find your place in it, rather than focusing on taking someone else’s. Network. Find mentors, and take their advice – even if, at the time, you don’t fully agree with it. Trust me, they do know better.

Enjoy working with the people who choose you, and don’t hold grudges against those who don’t.

Do you have any thoughts on potential strategies for helping to advance the careers of underrepresented groups in physics in general? 

Well, as a member of the DEI Committee at TEK SDU, I can say that many strategies are already in place, with several more initiated or in the process of implementation. However, as with any systemic change, it will take time before we see the full effects.

In my view, it is crucial for members of underrepresented groups to continue voicing their challenges, actively participating in the GE and DEI debate, and ensuring that the discussion remains a dialogue rather than a monologue. It is not an easy conversation – views are often polarized, and progress tends to stall after a few victories. So, stand your ground, find strong allies, and keep advocating for change.