This column highlights the experiences and perspectives of leaders and volunteers within the IEEE Photonics Society, offering members a closer look at the individuals shaping the community. Through Q&A-style interviews, readers gain insight into their career journeys, contributions to the field, and thoughts on the future of photonics, the community in which the IEEE serves, and professional development.
In this edition, we feature Astghik Chalyan, is a STEM and outreach officer at VUB B-PHOT Brussels Photonics, where she develops hands-on educational materials to promote STEM/STEAM, with a focus on photonics. She joined the B-PHOT outreach team in 2021, inspired by the late Tine De Pauw. She currently leads VUB’s involvement in the CARLA and 360 CARLA European projects and supports MSCA projects such as LasIonDef and QU-ATTO by training early-stage researchers in outreach. She has also contributed to Flemish initiatives including Groeituin and Groeihuis.
Astghik holds an MSc in Electronics and Nanoelectronics (2015, Russian-Armenian University) and a BSc in Physics (2013, Yerevan State University). She previously worked as an MSCA ITN-EID PhD researcher on the xCLASS project (2018–2021), collaborating between Anteryon BV and VUB B-PHOT, and has experience as a LabVIEW software engineer. Her academic distinctions include the Armenian Presidential Educational Award in IT (2015) and an Erasmus internship in silicon photonics research.
She serves as CEO of EYEST (Excite Youth for Engineering, Science and Technology), overseeing global outreach programs including the Photonics Explorer Kit, which has reached over 4,700 schools worldwide.
Can you tell us about your journey into photonics and STEM outreach? Share any key inspirations or turning points that set you on this path.
My journey into photonics began during my bachelor’s studies in physics at Yerevan State University (Armenia). In 2012, I participated in the “Colourful Experiments” optics competition—my first time building a demo on my own. Since we had strong theoretical courses but very limited access to labs, this hands‑on experience was transformative and made physics come alive for me. Inspired by the creative demonstrations I saw, I joined non-profit, association student chapters and began presenting photonics to high school students and the general public, which guided me toward specializing in optics and laser physics and later into quantum photonics.
During my PhD in the B-PHOT Brussels Photonics Team at Vrije Universiteit Brussel (Belgium), I discovered innovative outreach tools, such as the Photonics Explorer Kit, and learned to link photonics to real-world applications. My interest deepened, and I was invited to join the B‑PHOT outreach team, where the late Tine De Pauw played a key role in shaping my commitment to STEM outreach and to designing engaging educational activities for young learners.
As the incoming AVP of STEM Outreach, what excites you most about taking on this role, and what key areas will you focus on to broaden the Society’s K-20 impact?
During this journey, I’ve had the privilege of meeting incredible people from IEEE—especially during the 2023 and 2025 ETOP conferences. These interactions helped me learn more about the IEEE Photonics Society’s efforts and programs, and they deeply inspired me. I felt genuinely touched by the trust shown in me and by the possibility to contribute to such meaningful initiatives. This opportunity motivates me to bring my passion, experience, and commitment to broaden the impact of STEM and photonics outreach worldwide.
I’ve worked closely with learners of all ages—especially secondary and high school students—and trained many teachers to use the Photonics Explorer Kit. Through these activities, I’ve seen how linking experiments to real‑life applications and ongoing challenges can spark curiosity and show students the possibilities within photonics.
My involvement in the EU CARLA and 360 CARLA projects has further highlighted the importance of early exposure, mentorship, and clear guidance about career paths in academia and industry. These initiatives strengthened my belief that accessible, high‑quality resources are essential for helping young people make confident decisions about their futures.
As CEO of a non-profit organization, EYEST (Excite Youth for Engineering, Science and Technology), I also support worldwide teacher training and hands‑on photonics education, which aligns closely with the Society’s mission. As AVP of STEM Outreach, my goal is to expand these efforts—strengthening pathways, empowering educators, and helping every motivated student discover the many exciting opportunities that photonics and STEM have to offer.
Why is it valuable for the public to interact directly with photonics experts, and how does this interaction build interest, trust, and understanding?
Direct interaction with photonics experts is essential at a time when misinformation and scientific “hype” can spread easily. Speaking directly with scientists helps the public gain accurate, trustworthy explanations and understand complex technologies in a clear, accessible way. These interactions also humanize science: people meet researchers from diverse backgrounds and see relatable role models, which helps break stereotypes around gender, culture, and age. Ultimately, face‑to‑face engagement builds trust, encourages curiosity, and strengthens public understanding of how photonics shapes everyday life.
How can explaining complex concepts to children, primary/secondary school teachers and the public, in turn, also help scientists better understand and refine their own research?
Explaining complex topics to children, teachers, or the public actually helps scientists refine their own understanding. Translating research into simple, relatable language forces clarity of thought and reveals new perspectives. People outside the field often ask unexpected questions, especially kids—ones experts might never consider—which can spark fresh ideas or highlight new directions. And seeing the moment when someone truly understands a concept is incredibly rewarding, reminding researchers why their work matters and inspiring the next generation.
For members new to outreach, what practical tips or strategies do you recommend for clearly communicating STEM to the general public?
The key is to understand your audience—ask about their background, choose familiar examples, and adjust the depth of explanation accordingly. Build simple stories around experiments, but stay flexible for different ages and cultures. Start with easy, friendly questions to break the ice and encourage curiosity. Often, inspiring parents or teachers is just as important as inspiring students, since they are major influencers. Above all, be honest, enthusiastic, and share the moments that inspired you. Even small, accurate explanations can create a meaningful impact.
The IEEE Photonics Society has embraced a “Teach the Teacher” training model and is developing corresponding resources to support sustained growth in STEM education. How does providing targeted training to teachers help create lasting impact in STEM education and strengthen the future talent pipeline?
Providing targeted training to teachers creates a lasting impact because they are the first and most influential point of contact for students. Yet in many countries, teachers lack up‑to‑date materials or dedicated curricula, especially in fast‑evolving areas like photonics. “Teach the Teacher” programs give them practical tools, hands‑on experience, and the confidence to bring modern STEM topics into their classrooms. Overseeing programs such as the Photonics Explorer Kit and PHABLABS 4.0—I’ve seen how well‑trained teachers can inspire hundreds of students throughout their careers. Investing in teachers creates a true “avalanche effect”: empowering one educator strengthens STEM education for many years and helps build a more diverse and sustainable future talent pipeline.
For members who may not be familiar, could you explain the primary goals of IEEE Try Engineering, the Society’s role in the initiative, and how our collective efforts support students, teachers, educators, and parents?
IEEE TryEngineering’s main goal is to make engineering understandable and accessible for young learners by offering free STEM lesson plans, hands‑on activities, and professional development for educators. The Photonics Society contributes by sharing its expertise, expanding the library of quality resources, and supporting training efforts that help teachers bring modern engineering topics—like photonics—into the classroom with confidence. By working together, we help students discover engineering, give teachers practical tools they can rely on, and support parents and communities in guiding young people toward future STEM opportunities.
From your leadership perspective, why are chapters and local groups essential to the vitality of expanding K-20 outreach into the IEEE Photonics community?
Chapters and local groups are essential to expanding K–20 outreach because they create direct, authentic, and culturally relevant connections with students. My own career choices were shaped deeply by the activities of student chapters, which offered hands‑on experiences, mentorship, and a strong peer community. These local groups are often the first point of contact where young people can see real experiments, ask questions freely, and meet role models who are close in age and relatable.
During COVID, I followed the Optics Magic at Home with Judy & Nancy webinar series by OPTICA. Their clear, elegant explanations showed me how impactful accessible outreach can be, and reinforced how important it is to bring photonics to students in ways that feel approachable and inspiring.
By engaging in outreach, chapter members also develop valuable skills in communication, teaching, and leadership. Because they understand local needs—languages, cultures, school systems—they can tailor outreach activities in ways that resonate deeply. Empowering chapters to lead K–20 outreach strengthens the Photonics community, supports diversity, and helps inspire the next generation of talent across regions worldwide.
Do you have a favorite book, movie, or podcast that has influenced your work or leadership style?
I am inspired by poetry and leadership books, as well as interviews and conversations from well‑known scientists who share both scientific insights and honest lessons about leadership. A turning point for me was attending a leadership workshop by Jean‑Luc Dumon on “How to Persuade Others” about ten years ago—it shaped how I think about responsibility and collaboration as a student and later as a professional and leader. And although it isn’t scientific, Animal Farm by George Orwell is one of my favorite books; it’s a powerful reminder of integrity, human behavior, and the values needed for strong leadership.
What are a few fun or interesting facts about you that others might not know, such as a hobby, talent, and/or personal interest?
I’m a lifelong LEGO fan—my first set at age five sparked my curiosity for building and experimenting, and I still enjoy it so much that the last LEGO set I received was at age twenty‑seven. I love learning languages because speaking to people in their native language helps me understand them better. I’m very active, a big music lover of almost every genre, and I always carry small photonics components with me to show the beauty of light wherever I go.
Science also runs in my family: two of my siblings are physicists, one is a medical doctor, my father is an engineer, and my mother was the driving force behind our education. Even my fiancé is an engineer—so I’m surrounded by STEM both at work and at home!
