Senior Maya Talbott’s job at a Stanford University developmental biology lab complemented her interests perfectly when she first signed on during the summer of her sophomore year.

Her job, led by an Associate Professor for the Department of Developmental Biology, involves research on diabetes and embryonic stem cell research, using fruit flies as the main specimen. By studying the development of the pancreas, the lab’s goal is to understand the differentiation of stem cells into pancreatic cells. With this understanding, they hope to consolidate their findings into beneficial treatments for pancreatic diseases, such as diabetes and pancreatic cancer.

Talbott did not go through the normal job application process before starting work. After reading an article written by her would-be boss, Talbott took it upon herself to send him a copy of her resume. “I just sent in my resume and a cover letter and asked him if he had a position for me,” Talbott said. “I was surprised when he called me in for an interview, saying that he was impressed with my writing.”

However, this lab position means more than just a learning opportunity for Talbott. The lab’s subject of research coincides directly with Talbott’s personal interest; she is a type I diabetic. “It has given me a different perspective than the others at the lab because [my coworkers] only know the science aspect of diabetes,” Talbott said. “Because I have the disease, I’m able to see what needs to be improved and I know what actually happens.”

Talbott’s initial dream was to work in a lab focused on stem cell research. However, after being exposed to this field for two years, her interest has broadened to the general studies of autoimmune diseases. “This job is like school for me,” Talbott said. “My boss never lets me do anything without first understanding the basics, so I’m constantly learning everyday.”

During the summer, she works 40 hours per week. However, during the school year, Talbott only works eight hours a week, usually in four-hour blocks. The work experience program helped Talbott gain her needed career vocational education credits and taught her more about the professional working world. Work Experience teacher Meri Gyves has known Talbott for two years. “She’s a very focused and dedicated student,” Gyves said. “She’s a true ambassador for the [work experience] program and the type of students that Palo Alto schools produce.”

Since she first started her job, Talbott’s responsibilities in the lab have grown. At first, her boss would assign specific experiments for her to conduct and expected a report of the data. But currently, Talbott is in charge of a specific project, which requires her to create a timeline for the project, as well as to remain organized in order to meet deadlines and report her findings.

“I was cautious at the beginning, always asking questions and afraid of making errors,” she said. “But now I take risks and know that making errors isn’t bad at all. I’ve come to appreciate the feeling of reward when I successfully complete a project that isn’t expected of my age level.”

Gyves agrees and is a first-hand witness to Talbott’s change. “[Talbott] has a lot more self-confidence and you can see the natural progression of her maturity,” she said. “She has an inner spirit that is so happy, it just shines, and she manages to make everyone feel welcomed.”

While Talbott is applying to Stanford, she said that her current job has no influence on the colleges she is applying for. “I’m confident that there will always be available research opportunities wherever I go,” Talbott said.