Alumni Profiles Series: Raquel Ybañez Salinas

Raquel Ybañez Salinas received her B.S. in chemistry and science education from The University of Texas at Austin, her M.S. in biochemistry from Texas State University, and her Ph.D. in pharmacology with a certificate in cell and molecular biology from Duke University. After graduation, she served as an administrative postdoctoral associate with the Duke Office of Biomedical Graduate Diversity before returning to Texas State University as a faculty member and instructor. In 2019, she moved to UT MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences, where she began a role as assistant director of career development and was steadily promoted to her current role as assistant dean for career and alumni engagement, which she started in January 2025. Her work centers on empowering graduate students to define their professional goals, explore diverse career paths, and develop the skills needed to succeed beyond the lab. She recently completed a three-year term serving as the South-Central regional director for the Graduate Career Consortium.

How did you figure out your interests while in graduate school? 

During my undergraduate years, I majored in chemistry and minored in science education, so I always knew that I loved both science and education. Before starting graduate education, I worked as a high school chemistry teacher, but I wasn’t sure what combining those interests would look like. That changed during my time at Duke, when I interned at the Office of Biomedical Graduate Diversity. I discovered how much I enjoyed helping other graduate students navigate their journeys—whether it was choosing a lab, writing grants, or learning the “hidden curriculum” of graduate school. As a first-generation college and graduate student, I knew firsthand how challenging it could be, and that experience really shaped my passion for supporting others.

What has your career path looked like since you graduated?

After completing my Ph.D., I stayed at Duke to continue working in biomedical diversity education. That role gave me a broader view of how universities support students and allowed me to contribute in many ways—from recruiting students in the biomedical programs, to managing budgets, analyzing program effectiveness, and serving on different committees across the university. As a graduate student, I worked mainly on my project and established small collaborations, but as a postdoc, it helped me realize the power of using resources around and building partnerships. 

When I transitioned to Texas State University, I ran programs that helped master’s students prepare for and transition into Ph.D. programs while also teaching. Later, I joined UT MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences as the assistant director of career development, and I now serve as assistant dean for career and alumni engagement. When I stepped into my current role, I was excited to build a career development program that supports Ph.D. students doing cutting-edge biomedical research. It’s inspiring to work with trainees pushing the boundaries of science and help them connect their research skills to real-world career paths. Early on, one of the most valuable resources that supported my growth was joining the Graduate Career Consortium (GCC).

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What skills did you gain during your time as a Ph.D. student, and do you use them often? 

My years at Duke gave me far more than technical expertise. I developed skills that I continue to use every day: scientific writing, grant preparation, project management, and mentorship. I was fortunate to have Dr. Vadim Y. Arshavsky as a very supportive PI who made writing a shared, collaborative process. We held lab writing sessions where everyone drafted, edited, and gave feedback together. Watching how my mentor structured a manuscript or a grant taught me how to think strategically and communicate clearly, skills that are essential in any career. Just as important, I honed my mentorship, training, and professional skills as time management, organization, and planning. My training as a scientist also shows up constantly in how I help students set goals, navigate milestones, and approach the career application process with both precision and confidence. 

What advice would you like to share with current Duke graduate students about approaching conversations with their mentors? 

I advise all graduate students to initiate conversations with their mentors early and often, especially as their career interests evolve. It can feel uncomfortable at first, but give your PI the opportunity to be supportive. Students often underestimate how many PIs are supportive to non-academic career paths. It’s also important to build a network of mentors. One person doesn’t need to fill every role in your development. Seek out mentors who can guide you in different areas—technical skills, career planning, work-life balance, and beyond. I often remind students that mentorship doesn’t rain down on us—you have to go out and find it. Be proactive, build relationships, and take advantage of every opportunity that comes your way.

Tell me more about your current job. What is your favorite thing about what you do? 

No two days are ever the same in my current role. Some days, I meet individually with students to talk about career goals, review résumés, or prepare for interviews. Other days, I teach an NIH grant-writing class, plan career panels, or collaborate on new programs to support our trainees. I maintain an open-door policy because I want students to feel comfortable seeking guidance at any point in their journey. The best part of my job is seeing students grow in confidence and watching small wins add up to big milestones. 

Author

Fayrouz ElWesmi 

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Ph.D. candidate, Cell and Molecular Biology 

Fayrouz is a fourth-year Ph.D. candidate in Saskia Hemmers’ lab in the Department of Integrative Immunobiology. Her research studies the role of the interleukin-1 receptor family in neuroinflammation in a mouse model of multiple sclerosis. She is deeply committed to mentoring and advancing biomedical education to enhance graduate student training and success.