Episode 26: Candice Halbert
Rachel Kobus 0:09
Welcome to Redbird buzz. I'm Rachel Kobus from alumni engagement. 2001 Illinois State University chemistry graduate Candice Halbert is often the only woman in the room and even more often the only person of color as a professional in the field of STEM. The Oak Ridge National Laboratory scientific associate is changing this though through Yo-STEM, her nonprofit organization aiming to empower underserved students nationally by educating them through hands on STEM experiences and engagement opportunities. Her work both in the lab and in the classroom has been recognized at many levels, including being listed as one of People magazine's 2023 Women changing the world. Along with her Yo-STEM co founder and fellow chemist Clarice Phelps.
I'm excited to have Oak Ridge National Laboratories scientific associate and founder of Yo-STEM Candice Halbert. So Candice, what's the word Redbird? Tell us a little bit about yourself.
Candice Halbert 1:11
Hey, okay,so I am Candice Halbert. I'm originally from Chicago, Illinois. I am the oldest of seven children. And I work as a scientist at Oak Ridge National Laboratory. Also, I founded an organization a nonprofit called Youth Outreach in science, technology, engineering and math, where I'm able to give back to the community. And I'm also in a Ph. D. Program at the University of Tennessee, continuing my education in chemistry. And I'm a mom. Of course, the best thing of all is, I'm a mom, I have a 12 year old son. He's a seventh grader. He is, of course, the biggest cheerleader participant. All those good things. And, you know, I do this for him and the community. So yeah, I love it.
Rachel Kobus 1:59
Yeah, well, I have a two and a half year old so you can maybe you can give me some mom advice throughout this whole thing too
Candice Halbert 2:06
the stage is totally different and enjoy the ride because it is --yes.
Rachel Kobus 2:14
Okay, but anyway, so the first thing I have to ask is, you know, reading a little bit about you, Candice, is I think I saw a quote about how at one point you wanted to be a doctor, but then you turned into a chemist, so--yep--you did you how did that happen? How?
Candice Halbert 2:29
So, um, when I was growing up, I wanted to be a doctor, because of course, that's what we see. Right? Most children will only dream to be what they see. And so because I liked science, that was the natural thing is to say, hey, most people that like science, they are doctors. And so I plus I wanted to make a lot of money. So So So, you know, going through elementary school in high school, that was that was my dream was to become a physician. I wanted to be I think, either like a radiologist, because I had an uncle actually that I went to medical school, and that was his career. That is his career. Actually. He is a radiologist oncologist. And so I was like, okay, cool, because I was thinking, because I like kids, too. I was thinking about being a psychiatrist, but I chose to do that. So I do remember when I was in high school, I had a math teacher once asked a question, and I answered it, and he was like, Halbert, you think like an engineer, you should be an engineer. And I was like, you want me to draw trains, Mr. Walters? Like what? Makes no sense. That's what I knew what right was the train engineer. And so when I get to Illinois State, I went to I was majoring in biology or about biology pre med, initially when I started there, and I took the first biology class and got a D in Biology 196. And it was rough. Moving on, to say, one 197 And I'm not sure if he's still the numbers, but anyhow, took the second one, and got a little bit better I got a C that next year, so that was my freshman year. And I'm thinking to myself, Oh, Jesus, this is--how am I gonna get my GPA back up? You know, like, you have to have like a 3.5 to 4.0 to get into medical school and I started looking at books. I'm like, oh, man, I gotta work my butt off. So the next school year, I took chemistry. First year, I took Gen Chem. And I had Doctor Szczepura. And she was phenomenal. She is a phenomenal person. And like, I learned so much like it just clicked, you know, like, I'm in the class and I'm reading I'm like, actually enjoying reading my biology book. I mean, sorry, my chemistry book. I'm like, I'm all in and I still was sticking with bio I was in genetics at this point. Which was really fascinating too. I absolutely loved genetics. But but at the end of the semester, and I had a very hard semester actually, because I was taking PreCalculus too,
Rachel Kobus 5:12
that crazy student that
Candice Halbert 5:14
that semester anyway. So I had a five credit hour chemistry class, four credit hour bio, four credit hour math and I might have had something else that was like physics or something else that was crazy to take. Anyway. Um, so after the semester ended, I ended up with an A, a five credit hour A in chemistry, I had a B, finally in genetics. And then I had to get like a B or something in Pre-Calc. But because it was saw, I was like, whoa, okay, so I took the next like, the next semester, I didn't take another bio class, and I took Chem gen chem two, and I got another A, and I was like, this might be my thing. Because, you know, like this kind of, I'm getting these A's and in Bio I'm kind of struggling. And because we chemistry, like I didn't have to memorize so much like with biology, my memories just was not that good. Like, I can take one equation and change it and flipping an answer, like so many different things. And like us in so many different ways. It was just so much easier for me to process. And so talking to Dr. Szczepura. Getting these two A's on her class, she was like, You should do undergraduate research with me Come join my lab. And I was like, Okay, I mean, why not? You know, and so I joined her research group over that summer. And she kind of just took me in. And I didn't know anything about doing undergraduate research or anything like that. I enjoyed my labs with the class, but you know, so she taught me a lot. And at the time, after that semester, I thought, well, maybe instead of doing biology, pre med, I'll do chemistry premed, it's still to permit. And so that's when I swapped my major. And I decided then I was gonna do chemistry. So I took that summer I actually took organic because I was behind at that point, I was a year behind him, I imagined I was, yep, on track to graduate in four years, I wanted to get out in floor. And so I took organic one over the summer, stayed at school, did research with Dr. Szczepura. And then in the fall, I just kind of tracked through, and I stopped with the bio, did the physics and everything else. And then I tracked with chemistry. And there was a point, so I did research without support the entire time, she helped me a whole lot. She told me all about like, grants and things like that, that went to department, she was a very good mentor for me. I mean, I think that's really what absolutely helped was, was having that connection and seeing her and then I remember too, even Dr. Hitchcock once asked me, he's like, Are you on some like advanced track? And I was like, why are you asking me? I was like, No, I just want to graduate in four years. Because I was probably just like, so intense. Like I was so set on finishing in four. Yeah. And so so I made sure I was on it. Like I was taking my classes I was working, I was doing a little bit of work, because plus with a connection with the chemistry department, I was able to work in the computer lab that was there. They also in during my tenure at Illinois State they offer this program called expand your horizons where they show women in STEM helping girls in a community in STEM, so they would have this big workshop on like the weekend. And they asked like the undergrads and graduate students to help out so I always helped with that, I brought my sisters because like I say, I'm the oldest of seven. So it's actually six girls and one boy, because I would go home, pick my sisters up, drive them back down to Illinois State and if we would do this, just expand your horizons program and a well you know, various ages younger than me, and they would participate in none of them have have gone in the science but that's okay.
Rachel Kobus 9:09
That's how you open up eyes start there.
Candice Halbert 9:12
But but they they you know, all the other women professors participate out from across different into in different departments. And so like math, math professors, bio chemistry, physics, anybody that was in STEM, and it was all woman-led, which was really nice and woman participated. And so anyhow, so that's kind of what steered me into, into chemistry was essentially Gen Chem. And it just clicking and that was that was my thing. So I have for a long time I had like a 4.0 in my chemistry major. I love it because it was just it was it was my thing and I and they all my friends knew they knew I was going to the lab I had I like a certain pair of pants I will wear to go to the lab, they were like "oh it's lab day, huh?" I was like, Yeah, I knew I was, you know, always in a library. They knew that that's what they will find me if they needed to study too, they'd be like yeah can we go to the library and I'm like oh you got it. I will go, you know, I had fun. I enjoyed the college life and the nightlife and things like that. But in the morning, I was studying before I did any extracurricular activity. So yeah, yeah.
Rachel Kobus 10:27
Well, you kind of went into it, you know, I think it shows and correct me if I'm wrong, ISU helped you with this desire to move into the STEM field and move into chemistry. I mean, just hearing all of this. And it sounds like mentoring is important then too like, and you've seen that throughout your career that you found a mentor, you found professors that encouraged you, and you're continuing to do that too, in your own field. So I guess, coming full circle. So absolutely. And we love hearing that. And then so you graduated, obviously in your four in four years?
Candice Halbert 10:59
Yes. Yes, sure did.
Rachel Kobus 11:02
then now I'm going to jump ahead. And now you are a scientific associate at the Oak Ridge National Laboratory. So can you talk because this is me, not, I'm not a chemistry major. I am on the communications side. So can you talk about how did you find your specific interest in your, like focus of expertise when it came to, you know, getting into Oak Ridge and being a part of a national laboratory, then?
Candice Halbert 11:28
Sure. So my journey was I didn't--right after so after I left Illinois State, what happened is that I was going to pursue a PhD. So when I decided not to do become a doctor, MD, I want to be a PhD. So after undergrad, I went to Georgia Tech, in pursuit of a doctorate. There, that was a whole different story from Illinois State, not as as encouraging or nurturing I would say as Illinois State was, and so I ended up leaving with a master's degree at the end of the day. So after that I went, was like I need a job. I don't want to work at like Target or somewhere, you know, random, I want to stay in science. So I'm not knocking that but, So I applied, and I ended up getting a job at a pharmaceutical company, actually initially, so I worked as a quality control chemist at pharmaceutical company in Georgia, for a year. It was not, it was a very small company. So they couldn't pay, you know, I felt like I was definitely worth more than what they were paying. And so of course, after a year, I looked for another job, I started working in nuclear waste management, actually, at the time, I was working at the Savannah River site. And then from there, I kind of moved around because that work was contracts. So we can do it at different Department of Energy's sites. So I worked at Nevada Test Site. And then I ended up actually in Oak Ridge at a nuclear waste processing facility that was here. With that being said, that work was very tedious. I was a quality control chemist with them too--we tested space, gas and nuclear waste drums. And so but it was very tedious, I felt like I really needed a challenge. So it was either get a new job or go back to school. And so I applied to Oak Ridge National Laboratory, they had a position called Scientific associate, working at the simulation neutron source. At the time, I knew a neutron was part of the nucleus. And that was about it. So I, you know, you know, that someone told me about the job and I applied, they, they, and they saw my they actually passed along my resume. And the person they were like, oh, yeah, apply to this job. One interview. So I came into the interview. And now I became a scientific associate on an instrument called a liquids reflectometer. Again, so a lot of these big words. What all it is means because a lot of them I didn't know myself. But But anyway, so what we do here is it is a user facility, we solicit for proposals so that scientists from around the world can come and do experimentation using a neutron beam, which is, is unique. It is only like maybe 12 I think neutron facilities across the world, or maybe maybe a little bit more than that. But anyway, it's not a lot I have to say. In the US is only two user facilities. Well three -- Well, yeah, so we have three sources, neutron sources in the US that scientists can come and apply for being time. And so anyhow, uh, So what we do is we look at, like things on the nanoscale. So on the liquid reflectometer, we look at depth profiles of interfaces. So, for instance, looking at how maybe paint may coat like, a metal car. So like, for instance, if you want to see like, how rough a surface is at that nanoscale, like, you know, if it's bumpy and things like that people might want to know, what will this paint actually go into the divots, will they just lay on top of the the metal layer? How would that actually interact at this very small layer so that that way you can see, maybe you know about rust or things like that, or if this paint is decent enough to actually spray onto a car, we do a lot of battery. So that's an example. But what we do is we do a lot of battery studies on the reflectometer that I use, where you look at how a battery may cycle, and what happens to an electrode over time. So whether you have this layer that builds up on your electrode that will prevent or hinder its performance and its lifetime. So we do things like that, particularly when I'm studying with my PhD is I'm looking at thin films and how they change orientation to some type of stimuli. And that can be used to like an electrical stimuli. So we can be used in nano devices for capacitors to make better nano devices that work in any different types of applications that we may use. So like things with, that we would know that could actually maybe help humans in the long term that just make like, paces and things like that. A lot more smaller, and things like that. So Wow. Yeah.
Rachel Kobus 16:47
Ah, thank you. I like the examples. It's taking science planning and practical use, because I don't think we get to talk about that enough. And research and whatnot that you do, it really is affecting just a practical world, too. So it's amazing. And on top of that, I'm going to add and lead into our next little discussion is that you're doing all this. And you know, I've been reading you know, you find yourself to be not only the only woman in the room, but the only woman of color or the only person of color in the room too. So in the STEM profession is male dominant, and white male dominant. So what have you been doing to make that change for the future of STEM?
Candice Halbert 17:29
Yeah, so that's one of the main reasons why I started youth outreach in STEM is so that students, we focus on underserved communities. Oh, yeah. And so what we work with, we work with girls we work with cultural minorities, LGBTQ plus and low socio economic background individuals. And so that way, we can increase these numbers so that I am not lonely. anymore. And plus, on top of that, I have to retire one day and you know, like, take my place. Right. So like, that's the thing. I was like, I need to hire you all. So come on, let's let's get it. Yeah, you know, right. As of currently, you know, I am still advocating I am still, you know, like, recently, I was able to help I met a young lady in a mall, actually, who I was trying to recruit her to be, she's a biologist. I tried to recruit her to be a volunteer. And she's like, Oh, I'm looking for jobs that oh, well, wait a minute we hire. So you know, I mentored her, and now she works here at ORNL with me actually in my same directory, and we weren't close together, and I'm still mentoring her now. So yes, definitely, you know, pulling people in if I see opportunities, I share those, but preparing also the next workforce. Because just like for me, right, I thought only I can be a doctor. Well, had I met women, you know, that were or even you know, people that were electrical engineers or mechanical engineers, like chemical to be honest, I had I know about chemical engineering, I probably would have majored in that. You know, chemists like me, right? What does a chemist do? What does that look like, you know, biologists, environmental sciences, all these different types of varieties, you got geologist and things like that all these different types of STEM professions that students can go in, just because they like these types of things. Like, you know, they need to know what they can actually do is so many different things that they can do, and especially helping students in the community where I am right now I'm in East Tennessee. You know, I bring my students out to ORNL, and I bring my students out to different places that do STEM across the city. Because tech isn't TV, you know, we take take our kids to the TV stations, you know, and they can see like, like, if you're a producer, they can be a camera person and do all these different things. It's not just the hardcore sciences it's a lot of Different things that tech touches that people don't really think about. And so, you know, seeing, being able to have this, this connection with with us is great. Then also too like, see, like, Hey, you look like my mom, or you look like my aunt, things like that, you know, like relatable--that way they don't like think like it is only, you know, a certain group of people, they can draw people that look like me or draw people that look like you, you know, like being scientists or being engineers. And it's not just we can break that, that psychological mold, because our textbooks teach us that it's only white men. Yes. Are about all these theories. They are white men, that these theories are all named us.
Rachel Kobus 20:43
Yeah. Yeah. So So showing the print, like you said, firsthand experience showing the practical use getting kids out into the world and just letting them experience it. And you you're doing that over I think it's been seven years now since YO-STEM has been founded. Right.
Candice Halbert 20:56
It's been so it's been five years. But he's been doing this. Yes. Okay. Yes. I started initially with G-STEM, but it wasn't Yes. It was separate.
Rachel Kobus 21:06
Yes. Yes, that's right. See, I'm getting more confused. Because you do so much. Because an impact matters showing, you know, our future. This is what you can do matters. So what is--what have you seen in the past seven, five to seven years as the biggest change biggest impact that you've witnessed, I guess?
Candice Halbert 21:23
So the greatest thing is, is when I see my students I started with, so I have some girls that were in G stem when I first started with eighth graders. And last year, they graduated high school. Yeah. And so they were like, Hey, Miss Candice, I'm one of those. I want to say, Hey, Miss Candace, I'm majoring in mechanical engineering, I'm going to put Pellissippi State and I was like, oh, you know, like, those success stories. I have another student now who, you know, was a freshman this year, and she's in computer science. So like to see how that pipeline, although you know, is it you know, the thing is, is that for us, it is still a success, when students don't even go right going into STEM only because that --they had a chance to try it. They thought it you know what, this might not necessarily be for me. And that's okay, because it's not for everybody. But they tried it. And they can actually say I did these things, right? Instead of kind of being uninformed about the STEM, because right now, society is pushing STEM so much, but they gotta realize that it's not a thing for everybody, so you have to also push some of the other things that like economics, and you know, teaching, and all of the other things on the health industry, when nursing and even with management and things like that, like everybody needs to know and understand how a lot of these different things work is not just, of course, just coding, coding, coding, coding, or the engineering and robotics, it is a lot of things. You know, we need marketing, like I hired for for Yo-STEM, I wasn't looking for sciences, and I'm looking for scientists and engineers to volunteer, but to actually run the organization, I need somebody in communications and marketing person to run the business, you know, and so that's the thing, I think, but but for me, at least, at the end of the day, those successes of my students going off and going into STEM has been amazing, to still see them. And, you know, it starts to make me think to some of our students are first generation college students, how we can continue to still support them. Because as a person, you know, I had an uncle that went through a STEM degree at the University, it was still something because at Illinois State, I wasn't always like--it was another black girl in my class, but it still was only two of us. Right? And so still, like offering our support, when you look at even, you know, the STEM field is the way it looks, because at the college level, it looks that way. Yeah. And so, you know, still offering support to those students, because it can be difficult it was times where I'm like, Oh, my God, like, you know, should I be doing this or not, you know, like, maybe I shouldn't, maybe I should change my major do something else, or, you know, things like that. And, and I'm glad, like I said does support help keep me in that path. So once I was committed, I was committed. But, you know, it was still times where, you know, you still kind of question yourself because it can be it literally can be lonely, like, people don't understand sometimes the tax that it takes to kind of navigate some of these spaces. And when I came into to talk at Illinois State a couple of years ago, they talked about impostor syndrome, a lot of people suffer from that a lot. And you know, like I tell folks, it is not one test at this At the University, that is for black students, you all take the same exact exam. And, you know, you earned your right way to be there you've earned by passing the classes and doing your work. You've done that work on your own, and nobody else if you didn't get anything special, you took the ACT. So you earned your right to be at the at the school in those classes and you pass your classes. Nobody gave us a special exam. Yeah, if they do I'd like to see it. Nobody has given it.
Rachel Kobus 22:30
But and you saying that you just that support system, you've created that too. Because even you know, being a scientist and a laboratory, you also I think, go out and recruit you go to the college fairs, you talk to students, you you want them to see I'm a woman, I'm a woman of color, like you can be me. So I think that's important too, is in our in our work, we want to show others and again, if that firsthand experience show others that you can do just what I did to so it's truly important.
Candice Halbert 26:01
Yeah, yeah, definitely. Thank you.
Rachel Kobus 26:03
Yeah. So how do you you know, with yo stem and G stem, and I should say G-STEM is girls in STEM? I know, we just went straight. But so how do you keep that curriculum fresh? You know, I was maybe looking and I think magnetic slime sounds amazing. And elephant toothpaste--like all this fun stuff. It is even for someone like me and like, oh, oh, I would do some of this. And I'm 37 years old. So how do you keep that going, though, as years go on, and you want to keep this, you know, a sustainable organization? What do you do?
Candice Halbert 26:37
Yeah, so I was just talking to our program director this morning. So that's one of the things that we do, we take the time to search and find different experiments that are offered. And then try to --right now what we do on so with our different programs, we want to make sure that it is standardized. So for instance, we are girls in stem that is an after school program that we offer for middle school students only, and only girls. And so G-STEM, which is girls and sandwiches for girls by girls. And so we have a curriculum that will last for three years, we get feedback from our students. So then that way, they can let us know like, what they liked what they didn't like, we try to cover a variety of different things, so that they can get exposed to so many different areas of STEM. Especially because we do three years because if they start in sixth grade, then they won't have the same exact experiment by the time they get to eighth grade. That makes sense. So then what we'll do then is just repeat, always recycle that three year window. So then it doesn't matter if the kids come in and in like seventh grade, they won't re-do the same experiment in eighth grade. And so we'll cycle that. So that's kind of how we keep that fresh. Now what what you see online as with those different activities, that's called STEM Saturdays, and that's for little kids. Okay, so we try that grade with the little kids, because I thought that so that's what pre K through fifth grade. Okay, do some experiments to how we would do in G-STEM is we will take it up a notch and make it more in detail about like, we do fruit fly as well as you some students, because that was one of the things I learned in genetics was like, looking at the mutations that are fruit flies. And so we've done that with our G-STEM students, but with wisdom Saturday, yes, the magnetic slime, teaching them about polymers through slime, right. And then, about velocity. This past weekend, we did an egg drop, so they had to create a structure that will protect an egg using like common things. And so that teaches them about engineering and teaches them about, you know, gravity and how, like, the forces and things like that, how fast this thing is gonna fall if it's too heavy. So aerodynamics, if they make some type of parachute and things like that. So, although the kids don't know, like, they kind of learn anything. Yeah, is, right. Yeah. And so when we throw out those terms to the students, that kind of gets them to thinking too like, okay, like, bring in, some of them might not know, but when it comes up later in life, it might ring a bell, you know, that they've done these things. So that's really, what we like to do to keep it fresh, is just try new things and give feedback from our students and from our parents. Yeah. Because, you know, the end result is for them, but also too, some of the things they won't be good at. And that's okay, we're gonna try it anyway. And some things are gonna absolutely love. Yeah, so the kids of course, love slime. I'm like, Listen, you can't make slime every week. You gotta do something. Well, are we gonna teach me a learning about STEM as a whole? Not just like one little aspect. So yeah, but it's
Rachel Kobus 29:46
gonna be like you said, it's good. Just like, again, as we get older, too. We like certain things about what we do. And we get through other things we may not love as much and that's it's great to start, I think at a young age too. So I love that. So you know, talking about your curriculum and Yo-STEM and G-STEM. Read this because this is the reason I wanted to talk to Candace, everybody is because of their work as a chemist. And as a nonprofit founder, PEOPLE Magazine named you and your colleague Clarice Phelps, one of 2023' Women Changing the World. So you're listed next to Oscar winner Michelle Yeo. Abbott elementary, AIDS activist Cheryl Lee Ralph, former model modeling agent Bethann Hardison. What does that feel like? When you when you found out you're, you're a woman changing the world?
Candice Halbert 30:39
Yeah, no, that was like, phenomenal. I, it was exciting. The sad part was that, like, I couldn't like fully get into it. That's just the story of my life. Right? So you get this great honor. Right? And and it's like, oh, this is wonderful. And then it's like, you come home. And your son is like, Mom, what are we gonna eat? You know,
Rachel Kobus 30:59
like, PEOPLE just named me a women changing the world--calm down.
Candice Halbert 31:03
Exactly. You know. So like, it was it was, it was really exciting. I will say that. And when I saw who we were listed with, I'm like, Oh, my like, this is this is real, you know, but but at the time, I was working on my proposal for my PhD candidacy. So I was like, fully in on that. And I didn't really get a chance to like, process it, right. Until one day, I was talking to my sister, she's like, Candice this is really big like, you're gonna be in people's doctor's offices. They're gonna read about you in doctors' offices. You know, that's right. Oh, my God. Yeah. Like, really big. You know, like, when putting them in that perspective. Like, I just was like, Oh, okay. Yeah, this is cool. And you know, we're happy and honored. But like, we didn't get a chance to really celebrate. And so so this weekend coming up, we're actually having a celebration ceremony where we are going to celebrate the different kudos. We have gotten. Clarice Phelps is the first African American woman to be on the element discovery team. Yeah, that's a huge thing. So she's been getting a lot of accolades, recently. And so just to celebrate, and of course, she promotes Yo-STEM, because she's on our board. And so we are going to celebrate all of that we're gonna celebrate our students celebrate having a very successful year in our programming. And so I'm excited about that, and looking forward to it and getting a chance to finally to be like, All right, we did it! So we, yeah, yeah, but but it did take some time to kind of like, process it. And even my nephew was like, he asked my sister, how's it feel to know somebody famous? And she was like, I don't know, you tell me you know somebody famous too!
Rachel Kobus 32:57
But I'm gonna, I'm glad you could celebrate it mean, I feel like women, especially working mom, we just go Go, go, go, go, go go. So at the same time, we want to teach and give back and make sure, but I'm glad you're taking time for yourself too. Because you really deserve this. Like being named something like changing the world, like the world, not just like, state, not just the nation, like changing the world. So yeah,
Candice Halbert 33:21
yeah, that's true. And that is a big thing. I mean, they could have chosen anybody and for us to be featured was, was amazing, like, true. You know, we, you hear about that. It's just like, but it's a big thing. But you know, sometimes it's just like, you want to stay humble. So people kind of yes, you know, you know, that part. But then it's like, no, you know, I gotta I gotta celebrate my successes, too. And so, so that's the thing is, is going through that, and because I remember when I was looking for the magazine, I'll tell you, I'm in a magazine. And I even when I bought I was like, This is me. This is me that was like, Oh, wow, we might need to get a signature and flipped to my pages. I knew exactly where it was. Oh, good. I bought 11 copies of the magazine. Found it was like, Yeah,
Rachel Kobus 34:11
well, if you google your name, when people's is one of the first thing that comes up, if you need to know too, so. Yes. So, you know, as we wrap up our time, I want to say, you know, along with the recognition you've earned so much more, you know, each article I read about you, it's consistent of this message of breaking stereotypes of the STEM field, leaving your legacy and making sure that there's fun in STEM, like you want it, you'll bring the fun and bring the impact. So what are you going to do to keep the momentum going?
Candice Halbert 34:42
Well, um, so I'm in a Ph. D. program now in chemistry. Yeah. And so, ultimately, the reason why I'm getting a PhD is so that I can then be Dr. Candice right, but also advocate more for students. Have students of color students in STEM, getting through these things, showing them just once again, be leading by example? Right that, um, you can absolutely do this, here I am at 42 years old, in a Ph. D. program, right? So it's never too late even still, for people that thought maybe they they, you know, don't want to go back to school things like that. And so, you know, I absolutely see Yo-STEM growing, we've actually had lots of inquiries about bringing it to different cities across the country, we're looking at maybe doing some expanding our programming to virtual so that that way we can make an impact across the country and across the world. More I should say, and, and connecting people with STEM professionals that look like them, right? I mean, that is the beauty and the magic, I feel like of Yo-STEM is the fact that we have a diverse group of STEM professionals that give back to the community. And so that's, that's why I always challenge any group of students that I speak to whether it's undergrads, or graduate students, even you know, that when I give these seminars and things like that is it's such to give back just because the world, the the world, we want to see we have to facilitate it. Right. And so if we want to have more diversity in STEM, than we have to go out and into it, right? Because five years, when --before I started yelling at them, would you have asked me had I would have ever started a business, the answer would have been no, I never thought that I would start a business. I never thought that I'd be a chemist. My path was was I saw myself as a physician. And so that's the thing is that life brings things to you enjoy the ride, accept the challenges. I had a request to start G-STEM, actually. I asked how could I help at a school they said, Hey, why don't you start a girl's STEM program? And here I am. Right? And so that was the thing is ask. And somebody's gonna tell you and guess what your path will be be clear, since I started that when I got that ask, I have not had any issues, any boundaries. If all my path was really lined by could get funding, I can get students, I can get volunteers. We've not had anything. We've doubled our budget within a year for Yo-STEM. We've hired people. So that's the thing is that, you know, the sky's the limit. And what you put your mind you can do, especially if it's out of out of from a good place, you know, and being genuine about things.
Rachel Kobus 37:54
So great. Well, thank you. That's perfect. And you know, thank you again, Candace we hope you have any more magazines, changing the world in many more ways. We love that you're a Redbird. So thank you so much again.
Candice Halbert 38:06
Yeah, thank you appreciate it.
Rachel Kobus 38:22
And that was 2001 chemistry graduate and Woman Changing the World, Candice Halbert, thanks for listening and tune in next time for more stories from beyond the quad.
Transcribed by https://otter.ai