Jezabel Curbelo: Mathematics Driving Geophysical Discovery

Jezabel Curbelo is a full professor and researcher in applied mathematics at the Universitat Politècnica de Catalunya (UPC) and holds an R4 (Established Researcher) position within the European researcher career framework. Her research focuses on the application of mathematical methods to geophysical problems, particularly geophysical fluid dynamics and the study of atmospheric phenomena. With a strongly interdisciplinary trajectory, she combines mathematical analysis with high-impact scientific challenges in the Earth sciences.

How do you evaluate your research performance and progress?

I evaluate my research performance by considering both concrete results and long-term impact. On the one hand, I track publications, research funding, and the progress and success of the students I supervise. On the other hand, I assess whether my work is advancing key scientific questions in geophysical fluid dynamics, ensuring that my research remains relevant and forward-looking.

Can you describe the tools or strategies you use for self-assessment in your research?

 I regularly take a step back to ensure that my ongoing projects remain aligned with my broader research goals. I also rely strongly on external feedback—through peer review, conference presentations, and/or collaborations. These interactions provide an important reality check, helping me evaluate the robustness of my methods and whether my research is moving in the right direction.

What challenges have you faced in objectively evaluating your work, and how have you addressed them?

One of the main challenges is that developing new theoretical or computational approaches often requires significant time before producing visible outcomes. To address this, I focus on intermediate milestones—such as refining new methods or establishing collaborations—rather than evaluating progress solely through final publications.

What motivated you to choose your current research field?

I have always enjoyed mathematics. Since my PhD, I have been exploring how mathematical tools can be applied to other disciplines, particularly geophysics—a field I find increasingly fascinating. My postdoctoral positions and collaborations with researchers in various Earth science departments made this transition very natural. Over time, I have come to enjoy working on the application of mathematics to geophysical flows more and more.

Reflecting on your career so far, what accomplishments are you most proud of?

Beyond publications and my research contributions, I am most proud of the collaborations I have built across disciplines and institutions. These collaborations have enriched my work, allowed me to tackle complex real-world problems, and brought me to where I am today.

How have your motivations changed as your career has progressed?

Throughout my career, my main motivation has always been to give my absolute best at every stage. This focus has naturally evolved: as a PhD student, it was centered on successfully defending my thesis; as a postdoc, on securing a stable position and the certainty of where I would work. Obtaining a Ramón y Cajal grant at UPC provided the stability I needed, allowing me to devote myself fully to conducting the best research possible. Today, as a Full Professor, my motivation is entirely focused on advancing the boundaries of my field and ensuring that both my research and that of my group continue to progress at the highest level.

How do you identify and set professional goals for yourself?

I identify and set professional goals based on my current research priorities, ongoing projects, and long-term career aspirations. I reflect on what will have the most impact on advancing my research and supporting my research group, and I set goals accordingly.

What factors do you consider when setting short-term versus long-term goals?

For short-term goals, I focus on completing the publications I have in progress and supporting the work of my students and postdocs. For long-term goals, I consider applying for new funding to start future projects and continuing to attend conferences to establish contacts and generate ideas for potential collaborations.

Once you have set a goal, what steps do you take to ensure you will meet it?

I focus on prioritizing tasks and committing time to work on them consistently. I define a clear timeline with specific deadlines and allocate the necessary resources and time for each stage.

How do you monitor and adjust your action plan to stay on track toward your goals?

I regularly review my progress and adjust my plan as needed to stay on track, addressing results or unexpected challenges.

How have you worked towards establishing your independence as a researcher?

Establishing independence as a researcher has been a long and challenging process. Young researchers do not always have the opportunity to secure funding for their own ideas, and it can be difficult to attract students to apply for PhD or postdoctoral positions. As a result, it is common to join an established research group. At that stage, independence depends greatly on the freedom you are given—which I have been fortunate to have—and on the opportunities you are able to create or obtain.

Can you describe a project where you took the lead and what the outcome was?

I led a research project funded by a Leonardo Grant from the BBVA Foundation. The project studied atmospheric dynamics with a dual goal: improving forecasts of extreme weather events and predicting how pollutants such as volcanic ash or wildfire smoke move across the globe. To achieve this, we used tools from dynamical systems theory to identify the geometric structures that guide the evolution of fluids such as air. The project led to new research results and several scientific publications, strengthened collaborations with other researchers, and the results obtained also helped me secure larger funding later through a Consolidación Investigadora project.

What strategies do you use to enhance your research output?

I focus on developing strong collaborations, attending conferences to exchange ideas, and working closely with students and colleagues. 

Have you considered career paths outside of academia? If so, what areas are you interested in?

During the more uncertain years of my career—while doing my PhD and during my postdoc—I considered moving into high school education. In fact, I was on the substitute teacher lists in both Madrid and the Canary Islands for several years in case I ever found myself without a job. Since obtaining the Ramón y Cajal fellowship, I have abandoned that idea and have focused entirely on my academic career.

What skills do you believe you have gained from your academic experience that are transferable to other industries?

I have developed strong problem-solving skills, patience, and the ability to tackle complex challenges. I have also gained experience in teamwork, project management, communication, and mentoring, all of which are valuable in other industries.

How do you evaluate the pros and cons of academic versus non-academic career paths?

Academic careers offer the freedom to pursue independent research, the opportunity to mentor students, and the chance to contribute to knowledge in your field. However, they often come with job insecurity, intense competition for funding, and long working hours. Non-academic careers may provide greater stability, structured career progression, and different types of impact, but they usually offer less autonomy and fewer opportunities for creative projects.

What competency areas do you think researchers need to develop, and therefore, universities should offer more training in?

Researchers should develop strong communication skills for both scientific and general audiences. It is essential to learn how to deliver an 'elevator pitch' to convincingly explain the impact and excitement of your work in just a few minutes. 

Have you participated in any professional development programs, and how have they influenced your career growth?

I have taken part in teaching development programs, which had limited impact, as teaching is best learned through practice, in my opinion. More influential for my career has been attending conferences and workshops, both for the knowledge gained and the professional contacts made.

What qualities and skills do you think a good mentor should have?

A good mentor should be supportive and approachable, provide clear guidance while encouraging independence, and help students develop both scientific and professional skills. Patience, good communication, and the ability to motivate is also essential.

Have you had, even informally, a mentor figure in your postdoctoral career?

Yes, I have had several mentors who helped me greatly during my postdoctoral stage and beyond. I would highlight Thierry Alboussière, with whom I officially did my postdoc; Stephen Wiggins, for his tremendous support through recommendation letters; and Roberto Mechoso, who introduced me to atmospheric dynamics, the research area to which I now dedicate most of my time.

Do you think that geographical and/or intersectorial mobility is valued at the university?

I believe it is valued less than it should be. In many Spanish universities, mobility is often not rewarded and, in some cases, can even be a disadvantage. Candidates who are already known within the university are often preferred over those coming from outside, even if they bring valuable new perspectives—a practice that, in my view, is a significant mistake.

Can you give an example from your university where coming from another country has been a favorable factor for your hiring?

I joined UPC through a competitive Ramón y Cajal contract, where international mobility after completing the PhD is valued, so in my case it was an advantage. Another route to a tenure-track position at UPC is through “Lector” positions, where mobility is not a key factor.

What initiatives can universities implement to better support multicultural integration among researchers?

Administrative procedures in Spain can be very burdensome, and completing them in a language that is not your own and within an unfamiliar system can be extremely challenging. I believe universities should simplify administrative processes to make integration easier for international researchers.

What role does cultural competence play in international collaborations?

I think the importance of cultural competence depends on the research area. In fields that involve social or human interactions, understanding different perspectives and cultural backgrounds is very important. In more technical or objective fields, I think cultural differences usually play a smaller role in collaborations, beyond potential communication challenges.

What do you think about knowledge of the local language being a requirement for promotion in your academic career?

While knowing the local language is important, I do not believe it should be a requirement for promotion —especially in an era of internationalization. Universities should aim to attract the best talent worldwide, regardless of their background. Since the language of science is English, scientific excellence and research impact should remain the primary criteria for advancement.

How have language skills impacted your professional development and career opportunities?

My native language is Spanish, so working in a field conducted mostly in English has been more challenging than for native speakers. Reading, writing, and presenting in English has required extra effort throughout my career.

What resources have you used to develop your language skills for professional communication?

Reading scientific literature, writing and revising papers, attending and presenting at conferences, collaborating with colleagues, and living abroad have all contributed to improving my English. Continuous practice has been the most effective way for me to develop my communication skills in a scientific context.

We sincerely thank Jezabel Curbelo for her valuable contribution and for generously sharing her experience and insights.