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Academic Scholars' Conference 2025

22nd September 2025

Each summer, our SFC2 Scholars embark upon a research project, guided by a professional mentor who is an expert in their field of choice or given industry. Upon returning to College in September, they are asked to produce a poster summarising their research to present at our annual Academic Conference. Scholars of all years are invited to attend, alongside College staff and all students.

This year saw an energetic atmosphere as SFC2 students engaged with attendees, providing further detail about their work and sparking bigger discussions. Projects focused on a variety of fantastic themes including titles such as ‘You are What Your Grandparents Ate’, ‘Collude or Defect?’ and many more.

Read some of this year’s incredible projects below:

Does the gig economy enable mothers working reduced hours to retain meaningful wage power?

Abi, SFC2

My project investigated a critical modern dilemma: does the gig economy enable mothers working reduced hours to retain meaningful wage power? I analysed skill retention patterns and compared international data to isolate universal patterns, identifying how structural barriers like algorithmic bias and the ‘motherhood penalty’ systematically limit its viability.

I chose this topic as much as it chose me. Driven by a passion for labour economics and equality, I sought to move beyond identifying problems to critically evaluate proposed solutions. While the gig economy is touted as a liberator for mothers seeking flexibility, my research exposed the gap between its promise and reality: Is it truly empowering, or does it digitally reinforce entrenched stereotypes?

I undertook this work under the mentorship of Kelvin Paul, an Oxford graduate with investment banking experience, whose guidance was invaluable.

Presenting at the conference was profoundly rewarding. The most exhilarating aspect was the constant engagement, with the audience ranging from LC1 pupils to teachers. Adapting my presentation for younger pupils without an economics background forced me to distill complex concepts into simple analogies – comparing algorithmic bias to a skewed YouTube algorithm – to explain how platform-mediated work fuels sectoral segregation. This strengthened my clarity and command of the topic.

I particularly relished the rigorous questioning from peers and teachers on finer points, such as the structural constraints within the gig economy. Supported by the depth of my research, these sessions became stimulating debates. Successfully defending my thesis – that these structures undermine long-term wage power – was immensely affirming. For instance, when questioned if gig work was merely better than no work, I articulated the critical trade-off between short-term flexibility and long-term professional stagnation. These exchanges didn't just test my knowledge – it provided a powerful drive to refine my arguments and reinforced my passion for labour economics.

Why can some animals regenerate limbs but humans can't?

Cheryl, SFC2

For my project, I researched why certain animals can regenerate limbs and explored the mechanisms behind this, including compensatory, epimorphic, and morphallactic regeneration.

I was drawn to this topic after studying genetic mechanisms and evolutionary relationships in Biology, which sparked my interest in these fields. I was also fascinated by the potential applications of regenerative biology in medicine, which I plan to pursue at university.

Over five weeks, I worked with a Cambridge medical student who guided me in producing a research paper on my findings. I then presented my work to younger students, peers, and staff, which was a valuable opportunity to strengthen my communication skills.

The discussions that followed were full of thought-provoking questions, deepening my engagement with the subject. This experience not only enhanced my ability to conduct independent research but also expanded my understanding of genetics and evolution. It has given me skills that will be of use at university.

Rewiring the synapse: Can we target glutamate to treat mental illness?

Katya, SFC2

My project explored whether targeting glutamate could be a new way to treat mental illness. Glutamate is the brain’s primary excitatory neurotransmitter, and recent research suggests that its role in synaptic plasticity could explain symptoms of depression, schizophrenia, and anxiety.

Traditional treatments like SSRIs or dopamine-based therapies don’t work for everyone, so understanding how glutamate might be involved opens possibilities for new approaches, such as ketamine or mGluR-targeting drugs.

I chose this topic because it was completely new to me and I wanted to challenge myself. Rather than sticking to something I was already familiar with, I thought it would be rewarding to push myself to understand an area that was complex and very current in neuroscience research. I was fortunate to work with a medical student from Oxford, Finlay Ryan-Phillips, who helped me navigate the subject and directed me to wider reading that gave me a much deeper understanding.

Presenting at the conference was a valuable experience. It was interesting to develop the ability to adapt my language depending on who I was speaking to, whether younger students, peers, or staff. I had to think quickly and logically to answer questions, which gave me a better appreciation of how important communication is in science.

Overall, this project pushed me outside my comfort zone and gave me confidence in learning and explaining something highly technical. It also showed me how much support and insight you can gain from working with others, and how exciting it is to be part of conversations about areas of science that are still evolving.

Collude or Defect?

Audrey, SFC2

I have always had a passion for computer science, and after studying Economics A Level, I became fascinated on how these two subjects could intersect. Hence, I chose to do a game theory project, which contains the logic from computer science and the theory from economics.

During summer break, I worked with my mentor Kobi, a PPE undergraduate from the University of Oxford, on applying game theory on oligopoly firms, where we focused on the strategies behind collusion and defecting. Already having a foundation on general game theory concepts, we were able to also explore content outside the initial plan, where we dived into the mathematical aspects of the discount rate and the grim trigger strategy.

One particular challenge I encountered was how I could explain my findings to Lower College girls. Hence, I decided to start our conversations by playing a game. I created a situation where two girls were in a prisoner’s dilemma, where they had to make the choice of whether to cooperate or betray. Fortunately, the feedback was very positive, as they mentioned that they had a really fun time and managed to understand the fundamentals.

Over the course of this project, I also participated in a data science internship, which the project has led me to experiment on creating a prediction model on whether oligopoly firms would collude in certain conditions.

After the conference, I have decided to develop this project further through creating an interactive web game for my A-level Computer Science coursework, which will help explain economic game theory concepts in a more engaging and hands-on format.

All in all, I am incredibly grateful for this invaluable opportunity to share my passion with the wider school community, and I also hope those who visited my stall enjoyed our conversations as much as I did.

Brexit, Did We Really Take Back Control?

Penelope, SFC2

This summer, I undertook a research project titled “Brexit: Did We Really Take Back Control?”, exploring the gap between symbolic sovereignty and the practical realities of governance. The Leave campaign’s rallying cry suggested that departure from the EU would restore Britain’s independence, yet a paradox was revealed: in attempting to “take back control,” the UK highlighted the extent of its inescapable interdependence on global systems, economic, political, and migratory, that no state can unilaterally command.

Guided by an HSPS graduate, I investigated how Brexit has reshaped parliamentary primacy, trade agreements, and immigration policy. This deepened my understanding of the tension between sovereignty and globalisation: two forces that seem mutually exclusive yet act in constant counterpoint. Our discussions led me to a further question: can sovereignty and globalisation ever reach a safe, lasting equilibrium? Both, when taken to extremes, risk destabilising society, yet some balance between them seems essential for a resilient future.

Presenting my findings at the conference was both enjoyable and enriching. The atmosphere was one of genuine intellectual curiosity, where students, staff, and peers engaged openly and thoughtfully with the ideas presented. I particularly enjoyed speaking with younger students, hearing their fresh perspectives and encouraging them to see politics as something that shapes, and is shaped by, them.

From democratic theory to crystallisation in chemistry, and even the bold narratives of feminist art history, the conference showcased an extraordinary range of ideas. After focusing so deeply on my own research, hearing about others’ projects was inspiring, a reminder of how varied intellectual inquiry can be and how much there is to learn from perspectives beyond my own. After all, inquiry is most powerful when it sparks dialogue, encouraging curiosity, reflection, and the exchange of ideas.

You are what your grandparents ate

Bella, SFC2

My project, ‘You Are What Your Grandparents Ate’, explores how environmental stressors such as famine can leave epigenetic signatures that are inherited across generations. To do this, I focused on the Dutch Hunger Winter as a primary case study, alongside accompanying animal models.

Epigenetics is a relatively new but rapidly growing field in biology. It’s fascinating to me how chemical modifications, which do not alter the underlying DNA sequence, can significantly affect gene expression and health outcomes. For example, aberrant epigenetic changes can contribute to the pathogenesis of cancer. The possibility that such marks could potentially be transmitted across multiple generations is truly incredible, and understanding more about the epigenetic mechanisms behind different diseases could provide key insights for future treatments.

I worked with Hannah Kyman, who is currently a PhD student at the Francis Crick Institute in partnership with Imperial College London, who taught me the foundations of epigenetics and provided key guidance when I was in the process of creating my poster. Her passion and approachability made the project particularly engaging and inspired me to pursue biology at university.

Presenting the poster to different age groups within the school was challenging but rewarding, as it taught me how to adapt my language to make the scientific material and key concepts of my research digestible to all audiences. Overall, the project was an amazing experience which I would highly recommend.