Project writing as a scientific experiment: Researcher Agnese Brangule on the challenges in chemistry

Linda Rozenbaha,
RSU Public Relations Unit

Imagine a scientist with a research idea but in need of international collaborators to develop a project proposal, submit it for funding, and ultimately secure approval. To introduce the idea and persuade researchers from around the world to join, countless emails are sent. Rejections pile up. Out of 20 emails, only a handful receive a response.

This persistent effort was particularly evident during the pandemic when Asst. Prof. Agnese Brangule, a lead researcher at the Rīga Stradiņš University (RSU) Department of Pharmaceutical Chemistry, sought international researchers and professors to collaborate on her project ideas. Rather than focusing on a single project, she approached research proposal writing as both an experiment and an opportunity to refine her writing skills and gain insight into how others perceived her research direction. Working on multiple proposals simultaneously, she successfully engaged professors and researchers from Taiwan, Poland, and Turkey in the project.

This article explores her journey into research, the projects she has led, and the fulfilment she finds in the life of a scientist.

Starting point at RSU

In 2011, Agnese Brangule joined the RSU Department of Human Physiology and Biochemistry. With years of practical experience in chemistry—working as a teacher and contributing to various educational projects—it was a new challenge for the chemistry textbook author.

'I had to teach chemistry in English to international students while also lecturing to Latvian students,' she recalls. 'Local students are more homogeneous, coming from the same education system, whereas international students have diverse educational backgrounds and cultures. This adds an extra layer of responsibility that must be taken into account.'

'The level of chemistry knowledge also varies,' she adds. 'As a positive example, I can highlight students from Scandinavia, especially Finland,'

praises the former lecturer.

By 2020, through her doctoral research at Riga Technical University (RTU) and postdoctoral studies at RSU, Brangule had already explored a diverse range of research topics—from calcium phosphates, investigating their potential for bone regeneration, to plant research. Studying calcium phosphates seemed easier than studying plants, as they are inorganic compounds with a defined structure and a fixed number of chemical elements. In contrast, plants contain both organic and inorganic substances, along with various microelements, the composition of which depends on factors such as location, soil, and climatic conditions (sunlight, precipitation, and temperature).

In 2020, Brangule embarked on a completely new experience. At the time, the Horizon 2020 Baltic Biomaterials Centre of Excellence (BBCE) project was taking shape, uniting expertise and infrastructure from Switzerland, Germany, and Latvia to establish a scientific hub for comprehensive biomaterials research. Latvian partners in the project included the RSU Faculty of Pharmacy, the Institute of Stomatology, the Latvian Institute of Organic Synthesis, and the RTU Rudolfs Cimdiņš Riga Biomaterials Innovations and Development Centre. At the invitation of Prof. Dace Bandere, Dean of the Faculty of Pharmacy, Agnese Brangule applied for the position of head of the research group Kinetics and Stability of Drug Delivery Systems.‘Through the BBCE project's international partners in Switzerland (AO Research Institute Davos) and Germany (Biomaterials Centre at Friedrich-Alexander University of Erlangen-Nuremberg), I had the opportunity to gain international experience in science, scientific infrastructure, and staff recruitment. We acquired valuable insights into announcing international vacancies and conducting interviews, with our partners actively participating.

We learned what questions to ask, what to focus on, and how international institutions recruit master’s and doctoral students as well as postdoctoral researchers. Until you’ve seen it firsthand, you simply don’t know!

This project was particularly enriching because it was more of a human resources project than a pure research initiative. The focus was on learning from colleagues—understanding how to work towards highly cited publications, write competitive project proposals and patents, supervise PhD and master’s students, and document laboratory processes, research, and measurement results. Proper documentation is crucial for research sustainability, ensuring that studies and measurements are not repeated unnecessarily. Often, during research, new nuances emerge that lead to future studies, and in such cases, detailed measurement records are essential for understanding what happened and why. Additionally, thorough documentation significantly streamlines the administrative work associated with projects,’ says Brangule.Writing project proposals—one of the key tasks of this project—is both an art and a test of perseverance! ‘Having a research idea is not enough; you have to know how to put it into words. Since BBCE was a completely new scientific field at RSU, with no established groundwork or research directions,

I approached project writing as an experiment. For my first attempt, I wrote four completely different project proposals to explore the landscape and gain as much experience as possible.

It was an extremely intense and challenging period, during which I encountered both strong support and a lack of understanding,’ says the researcher.

‘Additionally, I submitted proposals at different levels: Fundamental and Applied Research Projects (FLPP), M-ERA.NET, and the Latvia-Lithuania-Taiwan projects. International projects can only be written if you have international partners. At that time, the pandemic had begun, limiting opportunities for in-person communication. I sent emails to professors and researchers from various countries—out of 20 emails, I received replies from about two. (Although, in a way, people were more responsive then, as they were spending more time on their computers.) This is how I connected with professors from Taiwan, Poland, and Turkey, leading to the submission of Lithuania-Taiwan and ERA.NET project proposals.

‘Writing an email in such a way that a stranger actually replies is an art!

Receiving a response is a success, as it can lead to a project or collaboration. It's important to understand that leading scientists receive a large number of collaboration proposals via email every day. A reply to your email means there was something in your message that made them decide not to delete it,’ says Brangule.

She doesn't hide the fact that she had moments of doubt before writing: ‘I had to write about myself, and then I started thinking – maybe I am nobody, and why would this person even reply to me? Then I realised I had to talk about my previous experience and achievements so that the other person would believe in me! Each time, I explained what I had researched, why I was inviting that particular person to join the project, and what the idea was. The concept needs to be described quite clearly,’ she summarises, laughing at the thought that some people fear having their ideas stolen, but adds, ‘Do I really have only one idea in my head?’ Ultimately, there is academic integrity.

Only 9% of research projects were awarded funding

Through persistent project writing and persuasion, Brangule is currently leading two long-term projects: the FLPP project ‘Hierarchical Model Approach and Experimental Validation for Typical Drug Discovery System Dissolution Profile Predictions (ModelDrug)’ and the EU- and state-funded RSU and LASE external consolidation project titled ‘Hydrostatic High Pressure: Dual Tool for Manufacturing and Sterilisation of Hydrogel-based Drug Delivery Systems’.

‘Both of these projects are intense,’ says the researcher, quickly adding,

‘The competition is fierce. The year we won the tender, only 9% of all submitted proposals received funding, meaning 91% were rejected.

There is a lot of competition, as rejected projects enter an improvement phase and are resubmitted with better versions each time. The competition is only getting more intense. For example, the standard idea of researching leaves or plants to determine their chemical composition was no longer enough, as we had submitted similar projects before. We needed something unconventional. Moreover, everything had to be organised in a way that we could find the right people – those willing to take part in this madness. Of course, we also had to assess the scope of resources needed and explain how this research would contribute to society.’

And this is how the FLPP project ‘ModelDrug’ received funding. ‘The preparation we had done within the framework of the RSU grant played a significant role. We had submitted FLPP project proposals on this topic before, but we did not receive funding at that time. However, as we had received a high score, we were awarded an RSU grant of EUR 20,000, which allowed us to begin the mathematical modelling. This helped us develop the initial data, as well as formulate and test multiple hypotheses.

In the FLPP project, we continue to learn how to connect computer modelling with actual experiments.

The project requires substantial computing power, both at UL and RTU. The practical dissolution experiments are conducted in the new laboratories of the RSU Faculty of Pharmacy.

I will explain what drug delivery systems are: these are technologies that control the delivery of a pharmaceutical substance within the body, ensuring effective and safe therapy. They can have immediate, long-term, or targeted effects, such as targeting specific areas within the body. Drug release profiles show how drug concentrations change over time and are used to optimise drug action and dosing schedules. Researchers analyse these profiles to develop dosage forms that maintain the required level of active ingredient, maximise efficacy, and minimise side effects,’ explains Brangule.

Both projects she is leading have an experimental and modelling component. The FLPP project is focused on the dissolution of solid dosage forms, while the consolidation project looks at soft drug delivery systems and their sterilisation. The FLPP project makes greater use of mathematical modelling, whereas the consolidation grant focuses on machine learning and artificial intelligence.

In the consolidation project, the method chosen for studying the soft form, hydrogels, is hydrostatic pressure. The researcher explains: ‘There are pharmaceuticals that have a hydrogel – gel-like – form, and these pharmaceuticals must not only maintain the hydrogel structure, but the pharmaceutical substance itself must also remain unchanged – it must fulfil its function, for example, killing bacteria. In our research, we use pressures of 200 or 300 MPa. It is not just a number; it is extremely high pressure. At the depth of 3,800 metres, the depth at which the Titanic sank, the pressure below the surface is only 40 MPa.’

The researcher envisions merging both projects in the future. ‘We have a future idea to transfer knowledge to biological systems – this topic has been described, but it is very complex,’ says the researcher.

At present, the goal of the research is not directly practical.

The main objective is to gain knowledge that will help to understand processes and eventually transfer them from the laboratory to more complex, larger systems.

This process is essential for applying the knowledge to new and more practical research in the future. For example, in the research on soft drug delivery systems within the consolidation project, dissolution processes are not standardised, which means that literature data is not directly comparable – there is a lack of unified methodology. Therefore, our future intention is to transfer the knowledge gained from solid forms to soft forms.

Scientists must be able to communicate their research to the public

Alongside her research, colleagues commend Brangule for her social activism. She actively participates in various research promotion events, including those organised by the Pharmacists’ Society. She is a member of the Board of the Association of Chemistry Teachers, collaborates with the pharmacy student interest group, and contributes to RSU scientific conferences. Additionally, she encourages students from the Faculty of Pharmacy to participate in the RSU International Student Conference, Job Shadow Day, and Researchers’ Night, while also providing guidance on the development of pupils’ research work.

The researcher reflects on this:

‘I have always believed that if you are doing something in science, it needs to be promoted – you must be able to communicate your research in a clear and understandable way.

This is key to attracting young people to university or school. I feel that, today, young people’s interest in science has grown significantly! Nowadays, in schools, students can choose the level at which to study sciences, and there are opportunities to engage in laboratory work. In the past, this was not possible in some schools due to a lack of resources and teachers. However, science laboratories are being renovated, and special lab blocks are being built in many schools now – funding is being allocated for this purpose, and as a result, student interest has increased.

I believe that the opportunity to engage with the public is a natural and exciting addition to the work of a scientist. For example, participants in Researchers’ Night ranged from three-year-olds to seniors aged 80 and over. I could test myself – whether my stories were exciting enough to engage such a diverse audience,’ Brangule reflects. She believes that, together with her team, they succeeded: ‘Last time, there was a large number of participants, and many of them stayed in our department for a long time, as we offered a broad programme on the dissolution of pharmaceuticals, discussions on medicines, their composition, recognition of herbs, and chemical analysis.’

The researcher also enjoys engaging with chemistry teachers, sharing the latest developments in science.

‘It is important to keep this conversation going – teachers need inspiration to show young chemists the opportunities that lie ahead. They can work in industry, education, science, and many other fields such as customs or forensics labs.

Every year, I attend the conference for science, technology, and mathematics teachers with great interest, where I learn about new approaches. It is fascinating to see what kind of people will pursue further studies at our university. Knowing the school curriculum will help us explain what we offer,’ she concludes.

Initially Wanted to Become a Writer

Brangule’s decision to study chemistry was spontaneous. Although her mother is a chemist, she had never intended to follow the same path.

‘I clearly knew I could pursue philology or art: I wanted to become a writer,’ she reveals. However, this thought changed in the 12th grade: ‘I had the opportunity to visit a school in Germany and participate in lessons there, where I saw a completely different approach to teaching chemistry. They worked with models, and complicated concepts were explained in an engaging way.’

Inspired, the high school senior went to her teacher and told her she would take the chemistry exam. ‘I began studying it in depth, as I had not paid much attention to the subject before: sure, my grades were good, but I did not fully understand it.’
In just half a year, I caught up on everything I had missed over the previous three years of high school. I ended up passing the exam with an excellent grade,’ remembers Brangule.

The path to science after completing her bachelor’s and master’s studies at the University of Latvia was a long one. Brangule’s career path has been diverse, marked by various educational pursuits and jobs. ‘I do not really lead this life,’ she laughs warmly. ‘These are actually just coincidences,’ she adds, reflecting on the different professional offers she has received and accepted throughout her career.

She has explored various aspects of learning and teaching chemistry. Initially, the young chemist worked at the Kalceks factory, gaining extensive practical experience in both the experimental laboratory and drug production processes. Formally, she began three PhDs (in chemical science and pedagogy) during her career, but ultimately completed her PhD in chemical technology at RTU. ‘I did not finish my first PhD because during my trips abroad, I saw the opportunities available in their laboratories, but there was nothing like that in Latvia at the time. It seemed pointless to continue,’ she reflects.

Meanwhile, her life has been filled with family (her husband is also a chemist), children, and a focus on pedagogy. ‘I had the opportunity to work at Riga State Gymnasium No. 1, which I found very interesting. The school offered the International Baccalaureate programme, a new concept in Latvia at the time, differing from the traditional chemistry curriculum. I had the chance to attend various courses each year, where I could see how others taught the subject. We not only had to teach facts but also stimulate students’ critical thinking and develop their research skills through laboratory and research work. It was indeed an interesting experience,’ she reflects.

After that, she gained experience working on a science and mathematics project. Following this, she and project manager Dace Namsone co-authored two textbooks for 8th and 9th grade students. Later, Brangule also contributed as a co-author to textbooks on chemistry laboratory work for 10th and 11th grades. ‘These textbooks were different from the standard ones of the time. We wanted to make them student-friendly, with plenty of drawings and diagrams, and to make the content fun.’

Brangule is confident that choosing chemistry was the best decision. She views chemistry, along with its pedagogy and science, as a dynamic adventure.

‘Chemistry is, in fact, fun: it involves a lot of experiments, and each one is a surprise.

They also teach a great deal. It is better to see something once than to hear about it a hundred times,’ Brangule believes. Brangule encourages everyone to take advantage of the opportunity to participate in the events of the Research Week.

‘A conference is an active process, where you listen, participate, ask questions, share your experiences and establish new contacts.’