Hector Mendoza
Communication and Outreach Subcommittee
University of Michigan

Research Interest

My research goals converge around the evolution of sexual reproduction. During my doctoral program, I investigated mitochondrial inheritance, a mechanism that ensures that mitochondria are only inherited from one parent. In the case of humans, children inherit mitochondria from their mothers, as the race to the egg during fertilization takes an important toll on sperm cells that damages their mitochondria. When this maternal inheritance mechanism is perturbed, rare mitochondrial diseases ensue, ranging from ophthalmic manifestations to muscular dysfunction. I decided to investigate the mechanism of biased mitochondrial inheritance from a fungal perspective. These organisms can reproduce sexually but do not differentiate into separate biological sexes. Instead, fertilization happens between two morphologically identical cells. Why would mitochondria need to be segregated appropriately? This fundamental question drives my fascination with the process of sexual reproduction and, accordingly, led to a fresh perspective as I continued my scientific training.

For my postdoctoral training, I decided to explore sex from a completely different lens, this time focusing on the mechanisms that allow for clear differences between biological sexes. Specifically, my current line of investigation focuses on the emergence and maintenance of sex chromosome systems. I am currently using the nematode C. elegans to model how sex chromosomes shape sexual dimorphism at both the genetic and developmental levels. This organism adds an additional layer of complexity to this work, as it comprises a hermaphroditic system in which males are naturally rare. Understanding and further characterizing the regulatory mechanisms behind sex chromosome can shed light on the evolutionary history of sex, in addition to potentially impacting the reproductive sciences.

As a PhD-trained scientist, you have many career options. What interests you the most?

I am interested in opportunities in academia, specifically in leading my own research laboratory and teaching both undergraduate- and graduate-level courses. As I transition into an academic position, I am still struggling with deciding what sort of institution I would like to join. While I would love to start my own research laboratory at a research-intensive institution and fully commit to training the next generation of scientists, I am very passionate about teaching and curriculum design. For this reason, I am exploring primarily undergraduate institutions, which focus on the education of undergraduates in a liberal arts context. I find this particular approach to post-secondary education quite impactful, as the undergraduate experience can be much more well-rounded and students can make the best decisions regarding their career paths. Additionally, I am quite excited to design and implement a research program that caters exclusively to undergraduate researchers, as their time in my lab will most likely be limited. The constant turnover in my lab, however, will mean that multiple students can contribute to a bigger project that can lead to a collaborative publication.

As an undergraduate, financial and time constraints prevented me from doing research and exploring how a biology degree could be used. If I am honest, I might reconsider my own decision to attend graduate school if I could turn back time. I thought it was the only logical path since I was not interested in a medical career. Thus, I want to make sure my future students are better prepared to make life-changing decisions. I am very interested in developing a strong mentorship philosophy both in the classroom and at the research bench. This interest has also made me consider administrative roles within academia and even secondary education.

In addition to your research, how do you want to advance the scientific enterprise?

I have been a non-traditional student for as long as I can remember, juggling schoolwork and multiple jobs to afford my education. I am also an immigrant, so the logistics involved in transferring colleges internationally turned out to be much more complicated than I had thought. These obstacles only made pursuing a science degree even more intimidating. I was constantly told that I was not putting in the hours needed to graduate or to move on to graduate school. Nevertheless, I persisted and completed my degree with flying colors. I will admit that I had a rough time getting to where I am today because I did not have anyone I could relate to. For this reason, I want students to realize that their paths towards their degrees will constantly evolve and will be shaped according to their own personal circumstances. I want to be part of my students’ journeys and be a guiding light when obstacles emerge.

I am also constantly educating myself on alternative science careers so that I am better prepared to provide advice and ensure students feel supported. For instance, I have experience in the clinical field, having worked as a Laboratory Clinical Processor during my doctoral training program. Though I acquired this experience out of financial necessity, I have come to realize that I can tell my students about these career paths, emphasizing that they are much shorter and inexpensive than medical or graduate school. It is still unsettling to think that the majority of STEM students go through their undergraduate careers fixated on one or two career options, even though demand is elsewhere. I want to emphasize that pursuing a scientific career can look so different for any individual. Its impact in society, however, will be rewarding and necessary.

As a leader within the Genetics Society of America, what do you hope to accomplish?

As part of the ECLP, I am thrilled to exchange ideas about effective communication and leadership. Accordingly, I am determined in establishing strong ties with colleagues in fields different from mine. As scientists, we can recite protocols from memory and perform intricate procedures with our hands. However, explaining why we do it is a creature of a different stripe. Programs like the ECLP take us out of our comfort zones, away from the bench, and challenge us to find the right word or visual to help an audience understand complex scientific concepts. During my tenure, I am hoping to venture out and explore opportunities in writing for non-academic settings and make science empowering.

Previous leadership experience

Instructor, Michigan Math and Science Scholars, University of Michigan (Summer 2024)

Editor and Translator, MiSciWriters, University of Michigan (2023-Present)

Instructional Peer Observer, Center for Academic Innovation, Schoolcraft College (2023-Present)

Executive Board Member, Multicultural Association of Graduate Students, University of Louisville (2016-2021)

Anthony (Tony) Patelunas is an Early Career Leadership Program alum who served as co-chair of the Early Career Scientist Career Development Subcommittee during his time in the program.  

The ECLP, which is currently accepting applications, teaches early career scientists leadership, writing, and networking skills, among other important tools that can be applied to careers in academia and industry. 

Tony gained many essential skills through his participation in the ECLP but one particular lesson stands out to him, “The most important skill I gained is learning to proactively manage my own career,” he shared. Through many conversations with mid- and senior-level professionals who started their careers from a similar place and pursued graduate studies in genetics, Tony was able to create a mental picture of how different careers progress, and envision what he wanted his own career journey to look like. “Spoiler: It’s often unexpected and serendipitous!” he pointed out. He started planning for the next two, five, and 10 years and was more intentional in considering and planning his own skill development and the positions he was willing to accept. 

Through the ECLP, Tony made connections that he maintains until today–his new network supports his decision-making as he consults these trusted colleagues before making big career moves. “The combination of a strong network and the opportunity to build skills and experiences beyond my research environment was irreplaceable to my success afterward,” he explained. 

As he continues to plan his career journey over the next couple of years, Tony hopes to pursue committee work and eventually a Board position with GSA and other professional societies. “The ECLP and the ECS Career Development Subcommittee highlighted the importance of building a strong network in my professional community, and the value of early leadership experience for long-term growth,” he shared. Tony sees serving on committees as another opportunity to continue building and expanding one’s network through regular interactions with individuals sharing a common mission. He also sees this as a chance to develop strategic thinking skills which are key to the growth of an organization, as well as an individual and their career. 

Like Tony, many in the ECLP chose to pursue a career in industry, while others have moved on to positions in academia. Through growing their network and skillset, participants can thrive in whatever career path they choose to take. Apply to the Early Career Leadership Program to gain the skills that will help you succeed as well. 

Applications are due October 16, 2024.

We’re taking time to get to know the members of the GSA’s Early Career Scientist Committees. Join us to learn more about our early career scientist advocates.

Irina Yushenova
Community and Membership Engagement Subcommittee
Marine Biological Laboratory

Research Interest

I love enzymes. And this is a very broad statement—just like saying “I love people.” There are eight billion people on Earth, and all of them are unique. We all have our personalities. We can be seen as good, bad, or even objectively terrible. Enzymes are just like that. They all have their own personalities in terms of what they do and how they do it. Just like with people, you can assign them into several categories, and as with people, some of them are more attractive than others. All of them, though, are non-static. Enzymes represent the molecules of life that perform some actions. They are not just present; enzymes change the environment around them. They, for example, can protect cells from various stresses, as heat shock proteins do by protecting other proteins from denaturation and eventually helping those affected proteins become “healthy” again. Heat shock proteins were my first scientific crush, and eventually they became the main focus of my PhD dissertation.

There is also another group of enzymes called reverse transcriptases, which build DNA using RNA as a template. The discovery of reverse transcriptases challenged the central dogma of molecular biology, which stated that the information in the cells follow the DNA-RNA-protein line only. In a sense, reverse transcriptases are the rock stars among other proteins—the ones who break the rules and go their own way. Again, some of them, like telomerases, are constructive enzymes that protect the cells. Some are rebels who can destroy essential genes and cause organisms to die, yet they also help evolution to create biodiversity, as mobile elements do. In very rare occasions, scientists are lucky to discover an enzyme that comes to the organism from another, even very distinct, species. It happens when genetic material from one species is transferred to another, making those genes horizontally transferred. If some gene were allowed to be a part of a new genome, the enzyme it produces would be nontrivial. In a prism of evolution, such travelers can allow the organism to create a completely new way to increase survival. So, my personal scientific passion are enzymes with “outstanding personalities,” whether in a good or offbeat way. Currently, I am focusing on domesticated reverse transcriptase-related genes and mobile Penelope-like elements.

As a PhD-trained scientist, you have many career options. What interests you the most?

All my life I wanted to be a scientist. It was love at first sight with both biology and chemistry. Working in a field of biochemistry and molecular biology was my childhood dream long before I learned what exactly it would entail in practice. But I was never disappointed. At age twelve, I was already planning to become a professor/principal investigator who runs their own lab in a research institution. I followed this plan for years, first getting a doctorate in veterinary medicine—to also fulfill my passion for medicine not restricted to one species—and then a doctorate in molecular biology. Then, I moved to the USA to do my postdoc and learn another culture. A couple of years later, I realized that something was holding me back from my initial plan. Although I still enjoyed doing research, mentoring students, writing papers and grants, and even performing administrative tasks, something was missing. More than once, I heard other scientists say how much they hate when somebody asks, “What is a practical implication of your research?” This question had never felt wrong for me. After five years of training for my doctorate in veterinary medicine, it is natural for me to say that discovery A could be helpful in area X maybe in ten years, and discovery B would potentially give humanity a tool to fight disease Y. I automatically think about how each scientific question I seek to answer could not just fulfill my curiosity and contribute to textbooks for future generations but also eventually help to protect the life on this planet. Recently, I started wondering whether, before committing to a life-long, tenure-track professor position, I should try a scientific position in industry. The more I talk to industry scientists, the more I see how happy people are, seeing the immediate results of their research. Also, the COVID-19 pandemic reminded us how important it is to control cross-species pathogens to save lives. Thus, while I am fully committed to bringing to success the most beloved research projects I am working on right now, I am also looking forward to applying my skills in industry.

In addition to your research, how do you want to advance the scientific enterprise?

As I mentioned already, I feel strongly connected to both basic life science research and applied medical fields. While working in academia, I have always enjoyed making more connections in veterinary, medical, or for example, food production sectors. It becomes obvious for me that people from these different sectors speak different languages. It is extremely sad if you think about it. The whole society misses a lot of opportunities to advance both basic and applied science. While scientists who work for government must learn how to speak to policymakers, other government officials, and manufacturers, the typical academic life scientist might struggle to talk to an economist. Nowadays, we all understand the importance of interdisciplinary studies. There are many great collaborations between data scientists and molecular biologists or microscopists and embryologists. Yet, it could be even more productive. Instead of saying “I don’t understand what you want to do” and walking away, let’s say, “Wow, I don’t understand what you are saying, but together we can get a full picture of the phenomenon we both care about. Let’s collaborate!” My background allows me to understand both basic life science and veterinary doctors’ languages. I work toward organizing more collaborations with animal caregivers (veterinary doctors, aquaculture professionals, etc.). I also work on bringing more people—students or teachers, who would prepare the next generation of students—from poor and disadvantaged countries into world-class science and industry. I believe that raising awareness about available opportunities and active outreach will help to ensure the future success of life science and applied fields. Being part of the Early Career Leadership Program at GSA greatly helps me to establish new connections and learn how to effectively communicate with people from different backgrounds.

As a leader within the Genetics Society of America, what do you hope to accomplish?

The Early Career Leadership Program gives us an amazing opportunity to embrace our creativity in the way we feel would be the most beneficial for the broad community. I would like to help other early career scientists to be more prepared for the often unspoken pitfalls along their research journey. We all come from different backgrounds, and we are not always lucky to encounter the right mentor for navigating the new environment. It can be a new country that is very different from our native culture and social system. It can be stereotypes attached to our national origin. It can be the lack of understanding from superiors and colleagues that might restrict us from advancing our career as fast as others. Perhaps our visa situation prevents us from travels, attending international meetings, or doing internships in some organizations. In some cases, people will sacrifice their freedoms in favor of doing some particular research. Sometimes, there are unspoken rules, which we need to know to become successful in a new system. I believe that science loses a lot of bright minds who must give up because of non-research-related struggles. As a member of the Community and Membership Engagement Subcommittee, I deeply enjoy working on various projects that aim to provide peer support for young scientists, raise awareness about new opportunities, help access information that might be crucial to advance careers, or learn how to be a good leader—which I would define as the one who inspires others and helps everyone on their team be successful. It is an exciting journey to lead a project when members of your team are located from one coast of the Pacific Ocean to another and have different points of view and goals in life. It is complicated but very rewarding at the end of the day. I am infinitely grateful to GSA for such an invaluable experience.

I also take full advantage of training courses offered for ECLP members. With English being my second language, I always feel that my writing—especially non-scientific—stays on the level of a high schooler. Thus, the variety of writing courses offered to us became a significant development for me. I hope to leave this program with significantly improved writing skills, in addition to solidified leadership skills.

Previous leadership experience

Research advisor for seventeen students (high school, undergrad, and grad school level), 2013-present

We’re taking time to get to know the members of the GSA’s Early Career Scientist Committees. Join us to learn more about our early career scientist advocates.

Caroline Muirhead
Communication and Outreach Subcommittee
Worcester Polytechnic Institute

Research Interest

I didn’t always know I wanted to make science my career. In fact, I started college as an engineering major. And while I still have a love of math, I realized in my junior year of college that my main interest was in science. I added biology as a double major and dipped my feet into biology research. Between junior and senior year of college I worked in the Weathers lab at Worcester Polytechnic Insitute studying Artemisia annua, a plant that produces the antimalarial drug artemisinin. After college, I worked at a small biotech company before deciding I wanted to attend graduate school.

Since joining graduate school, I’ve become a C. elegans researcher. I work in a systems neuroscience lab where I research how worms respond to sensory cues. Worms secrete chemicals called ascarosides to communicate. We use these ascarosides to study sensation in worms. We ask questions like, why do some worms respond in different ways to the same ascaroside? Or which neurons and receptors are sensing this chemical? My project is about how worms make behavioral decisions in response to ascarosides. Put simply, if I expose the worms to a positive and a negative stimulus at the same time, how will they respond? Either the negative or positive cue will need to take precedent. I want to know what the neurons are doing when the worms make this choice. I think this is a really interesting question because it’s something that we encounter all the time! Think about how often you sense more than one thing at the same time and your brain is able to make a choice about how to respond. The interesting part about studying this with worms is that we can figure out what is going on at the cellular level – a task that would be impossible in a complex organism.  

As a PhD-trained scientist, you have many career options. What interests you the most?

While I’ve really been enjoying conducting research, my main interest is teaching. This past year, I had the opportunity to participate in the ASPIRE fellowship program. This fellowship pairs graduate students with community college professors at a local community college. I was mentored by a professor at Quinsigamond Community College. I was able to work with one of the introductory biology classes during lab sections and complete a few guest lectures. I had a lot of fun, and I really liked the students! Additionally, I got to talk to my mentor about what it was like being a professor at a community college. I had a very positive experience in the ASPIRE fellowship program, and it made me interested in teaching at a community college.    

I’m also open to other opportunities! In college, I volunteered at the EcoTarium, a science and nature museum in Worcester. I’ve always had a love for nature and science museums, so I could always see myself working at a science museum.

Finally, I’ve been enjoying my research and worms. So you never know, I may stay in research for some time after graduating and complete a post doc position. Careers are long, and I hope to enjoy many things over the course of mine.

In addition to your research, how do you want to advance the scientific enterprise?

I hope to interest new minds in science and STEM. I’m passionate about this because young students are the next generation of scientists.

This summer, I ran the Frontier’s summer camp at Worcester Polytechnic Institute. This is a two week long camp for high school students interested in science. We spent the first week of camp learning about neuroscience and working with C. elegans in the lab. During the second week of camp, students conducted their own experiments. It was a lot of fun, and I loved seeing the creativity of the students! In past summers, I’ve run other science summer camps for slightly younger students. I even got to run a camp over Zoom during the pandemic. It was a challenge—we had to ship student lab materials so that they could do lab stuff at home—but overall, it was great that we were still able to teach students science skills remotely. When I was in high school, I participated in science summer camps, and it sparked my interest in STEM. These camps are important for students to start exploring different scientific areas. I hope to continue participating in summer camps that drive students towards STEM fields.

I’ve also served as a mentor for the Women’s Research and Mentorship Program (WRAMP) at my university. I worked in a group with an undergraduate student and two high schoolers on a small research project in the lab. Although this project involved research, the main purpose of the program was to mentor the students and teach them about how research works. I think this project was a success because after WRAMP, one of the high school students was awarded funding to work in our lab through the Massachusetts Life Science Center. She accomplished a lot through the summer and continued as a volunteer in our lab during the school year. Now, she’s continuing scientific research in college. I’m so proud of her, and I’m really happy that I was her WRAMP mentor! I love seeing a student enjoy research enough to continue it. I hope that I am able to mentor more students in a lab setting.

As a leader within the Genetics Society of America, what do you hope to accomplish?

As part of my work with communications and outreach subcommittee, I’m really hoping to do outreach to high school students about scientific research during the school year. I think back to myself as a high schooler, and I realize I had no idea about all of the different model organisms researchers use. I understood why people worked with mice, but I had no idea about all of important research people do in flies, worms, yeast, and beyond. And now, as a worm researcher, I realize how important non-mouse model organisms are too. This year, I plan to talk to high school students about the different types of research that is possible in these models. This way, when these high school students start college and want to join a lab, they’ll have a better understanding of what these labs might be doing.

Other members of my subcommittee have participated in similar types of outreach where they talk to students about model organisms. They’ve offered to help make slides and review my materials to make sure it’s understandable to high school students. They’ve also helped with avenues of connecting to high school teachers that might be interested in having a scientist come speak in their school.  

I also hope to gain more presentation and conference experience through GSA. The first GSA conference I attended was a virtual conference hosted during the first summer of the pandemic. It was nice to still hear other research virtually. Last summer, I attended the International C. elegans Conference in Scotland. I had the opportunity to meet other enthusiastic and creative scientists. I especially enjoyed the poster sessions where I can talk to people one-on-one about their research. Overall, attending the GSA conference was an enriching experience, and I hope to continue honing my presentation skills at them!

Previous leadership experience

• Graduate Student Government – Biology and biotechnology student senator (current)
• Women’s Research and Mentorship Program mentor (2022)
• Smith College Ice Hockey Captain (2015-2017)

“At any career stage, the GSA membership is an amazing investment for any genetics professional!”

Julio Molina Pineda is a PhD Candidate in Cell and Molecular Biology and a Research Assistant at the University of Arkansas, and a Doctoral Academy Fellow at the Lewis Lab. In 2023, Julio was awarded the DeLill Nasser Award for Professional Development in Genetics in recognition of his genetics research and work leveraging natural variation in yeast to understand why certain individuals are more susceptible to stress and disease, as well as his service and leadership in his community.

“GSA is one of the premier scientific organizations and being honored by receiving one of their most prestigious awards has not only helped me with starting to establish my record as a scientist, but it has also inspired me to keep working hard and reproducing more great science!” shares Julio, stressing how receiving this award marked an important event in his academic journey. This recognition is more than a financial award intended to support attending a conference or completing lab work—it signifies to Julio that he’s on the right path in his career. 

To apply for this award, you must be a GSA member. While many scientists may join for a discount on conference or abstract fees or to apply for a funding opportunity like the DeLill Nasser Award, Julio shares how maintaining a GSA membership has been essential for his professional growth. As a GSA member, he has enjoyed countless professional development opportunities, access to publish in the GSA Journals, GENETICS and G3, at a reduced fee, and one or two conference discounts. From being a member of the Early Career Leadership Program to participating in seminars, networking events, and GSA Conferences like The Allied Genetics Conference 2024, Julio says, “GSA has allowed me to broaden my horizons and learn much more about other careers and parts of the field I was not aware of.” 

At TAGC 2024, Julio had the opportunity to present his research, an impactful experience due to the feedback and encouragement he received from both senior scientists and fellow early career scientists. “When you are doing research, it can sometimes get lonely or obfuscating, but receiving clear feedback and learning that others appreciate your work and agree with your results and conclusions make all the hard work worth it!” He even met PIs and senior scientists who inspired him to keep working towards a career in academia. Julio also found that professional development activities at TAGC 2024 allowed him to grow his professional skills and create an amazing network of colleagues with similar goals. “Thanks to TAGC, I was able to learn and apply to a science policy fellowship as well as apply and get accepted to a scientific writing/preprint review program—so, I was able to broaden my horizons and take advantage of new opportunities that can transform into career options in the near future!” he shares. 

When it comes to his career trajectory and what the future holds, Julio recognizes that a GSA membership will always be a key piece. He emphasizes its value for all career stages, explaining that while it allows early career scientists to create amazing networks with great colleagues and grow professionally, you can continue to learn from others throughout your career and even teach or become a mentor. From receiving the DeLill Nasser Award, to participating at TAGC 2024, to being an ECLP member, who knows what the future holds for Julio? We’re certain of one thing: it looks bright! We might see him serve on a GSA committee or perhaps run in one of our elections and even join our Board! 

If you’re a graduate student or postdoc interested in applying for the DeLill Nasser Award for Professional Development in Genetics for $1,000 to support your attendance at a conference or laboratory courses, learn more online and apply by May 9, 2024.

If you’re interested in exploring all the benefits of a GSA membership, and joining, find additional details on our website. 

Accessibility

Career Development Subcommittee

Communications & Outreach

Community & Membership

Ikele Chinyere Mary-Cynthia, member
Graduate student, Osaka University, Japan
Preferred pronouns: she/her/hers

Edward Pietryk, member
Graduate student, Baylor College of Medicine
Preferred pronouns: he/him/his

Haoran Cai, member
Graduate student, Massachusetts Institute of Technology

Mahmoud Izadi, member
Graduate student, Hamad Bin Khalifa University, Qatar
Preferred pronouns: he/him/his

Rebecca Arnold, member
Graduate student, Institute of Science and Technology, Austria
Preferred pronouns: she/her/hers

Multimedia

Alex McElwee-Adame, co-chair
Graduate Student, San Diego State University

Debraj Manna, member
Graduate student, Indian Institute of Science, Bengaluru
Preferred pronouns: he/him/his

Faye Romero, member
Graduate student, University of Rochester
Preferred pronouns: she/her/hers

Jevithen Nehru, member
Graduate student, University of Toronto

Kazeem Alayande, member
Postdoc, North-West University, South Africa
Preferred pronouns: he/him/his

Laetitia Chauve, member
Postdoc, Trinity College Dublin
Preferred pronouns: she/her/hers

Policy & Advocacy

Bahaar Chawla, member
Graduate student, University of Michigan
Preferred pronouns: she/her/hers

Maddelyn Harden, co-chair
Graduate Student, University of Southern California
Preferred pronouns: she/her/hers

Montana Kay Lara, member
Postdoc, University of California, San Diego
Preferred pronouns: she/her/hers

Oluwabukola Mary Farodoye, member
Graduate student, Universidade Federal do Rio Grande do Sul

Rosty Brichko, member
Graduate student, University of California, Irvine

Ujani Hazra, member
Graduate student, Georgia Institute of Technology
Preferred pronouns: she/her/hers

Selcan Aydin

Accessibility Subcommittee

The Jackson Laboratory

Research Interest:

Early in my career, I realized that staying in one field was not satisfying, and I enjoyed interdisciplinary research. This led me to pursue a master’s degree in systems biology to learn more about mathematical modeling and molecular biology. I was able to apply mathematical modeling to cellular signaling to gain a mechanistic understanding of how cells responded to external cues. Moving forward, in graduate school, I investigated how genetically diverse yeast cells respond to environmental signals, such as osmotic stress. In addition to gaining expertise in the wet lab, my research required learning quantitative genetics methods and handling large data sets, like next-generation sequencing results. Here is where my career as a computational biologist and my interest in genetic variation started.

Currently, as a postdoctoral associate in the Munger Lab, I study how genetic variation impacts molecular traits like chromatin accessibility, gene expression, and protein abundance, and how these differences together influence the cellular state. Specifically, I work with embryonic stem cells derived from the Diversity Outbred stock, a population of mice that contains genetic diversity similar to humans and is an ideal panel for genetic mapping.

As I progressed through my career, my research interests and focus changed, and I’ve moved from being a mathematical modeler to a yeast-cell biologist with computational skills and then to a full-time computational biologist. One thing that has remained the same has been my passion to understand how cells work using multi-disciplinary approaches.

As a PhD-trained scientist, you have many career options. What interests you the most?

If I were asked this question just a few years ago, my immediate answer would have been that I want to be a Principal Investigator. The past few years have had an impact on my perspective and, more importantly, my scientific interests. Mainly, I realized that I like hands-on research and mentoring the most whereas I’m not so keen on grant writing. Needless to say, I have a very supportive boss who gives me independence on research directions and time to pursue teaching and mentoring opportunities. As someone living with depression and anxiety, working in such a supportive environment has made a significant difference to my well-being and productivity. I have really enjoyed being a full-time computational biologist and would like to continue my career as a computational scientist. My interdisciplinary training combining wet- and dry-lab skills gives me an advantage in this career path. I can communicate with scientists from a variety of backgrounds, such as genetics, biology, and mathematical and computational sciences, and I also understand and work with complex data sets. The field is ever changing, where new molecular methods require the development of new computational methods, which I enjoy. It challenges me to keep learning. I am also passionate about teaching and mentoring. Because most of my computational skills were self-taught, I realize the need to remove barriers in learning those skills for life scientists. To reach out to novice learners, I became a certified Software Carpentry and RStudio instructor, and I have been teaching both in and outside of my local research community. Ideally, I would like to keep working in a research-focused academic setting where I can have some independence over my research and continue learning new methods to improve my skill set, with opportunities to mentor and teach. Most importantly, I would like to work in a research environment where employees and trainees are valued, supported, and have their needs respected.

In addition to your research, how do you want to advance the scientific enterprise?

I was born and raised in Istanbul, Turkey. My scientific journey has taken me to Germany and the US. Although these transitions have been challenging, I learned a great deal about myself, different cultures, and visas! There were times when I couldn’t attend conferences or courses that I was accepted to, or even visit my family in Turkey because of visa issues. Things were even more stressful during the pandemic when I had to stay in the US on emergency visa extensions, and I wasn’t even sure if I could get a visa while in Turkey due to embassy closures. Although these may seem like extreme examples, sadly they are not. I was among the lucky few because I had support from the institutions I trained or worked at, making a lot of these processes easier. Many friends or colleagues have struggled with the system to get training in Europe or the US. The problems don’t always end with getting a visa; the visa renewal can be used as a weapon by academic managers, leading to bullying and exploitation. As a postdoctoral trainee, I therefore have worked on raising awareness around these issues at my institution and adding support systems to protect foreign researchers.

A similar issue exists with conferences and courses. Most of the large ones are held in the US or Europe, where it is significantly difficult for scientists from countries like Turkey to get visas to attend. This hardship creates a disadvantage and impedes their career development. Adoption of hybrid models during the pandemic have made conferences more accessible for scientists outside the US and Europe. GSA has decided to continue holding conferences in a hybrid format going forward, which I hope other scientific societies will soon adopt.

I am also passionate about raising awareness around mental health in the sciences. As it has been widely reported, graduate students experience anxiety and depression at worrying rates. As someone diagnosed with anxiety in graduate school and depression as a postdoctoral trainee, I know the impact that both disorders can have on one’s personal and professional life. As trainees need more support and mentorship to overcome the challenges introduced by these disorders, academic institutions and managers likewise need more training to gain awareness and learn how to accommodate the needs of their trainees.

Overall, for the scientific community to overcome all these issues, a cultural shift is necessary, where the well-being and dignity of scientists are not overlooked for the sake of productivity and results. I hope to contribute to that change by openly sharing my experiences and advocating for more support for trainees.

As a leader within the Genetics Society of America, what do you hope to accomplish?

My goal is to contribute to the community and use this leadership position to enact changes in the academic culture while developing and improving my science communication and outreach skills. As a member of the Accessibility Subcommittee, I aim to better understand the needs, concerns, and barriers faced by scientists with disabilities. Together with the subcommittee, I hope to increase the understanding of this issue within the broader GSA community as well. For this purpose, we are writing up resources and organizing workshops to inform our community of ways in which they can make their research, labs, classrooms, and management styles more accessible. In addition, we constantly look for ways to improve the accessibility of GSA content and conferences.

Previous leadership experience

• Treasurer and Secretary, Women in Science and Engineering, The Jackson Laboratory, Bar Harbor, ME

• Treasurer, Postdoc Association, The Jackson Laboratory, Bar Harbor, ME

• Treasurer, Women in Science and Engineering, Duke University, NC

Abhinava K. Mishra

Career Development Subcommittee

University of California, Santa Barbara

Research Interest:

Since my early childhood, I have been fascinated by curiosity-driven science. More so, I perceived natural science as a logical interpretation of some of my artistic pursuits. Hence, despite scoring the highest marks in mathematics, I chose to pursue higher studies in biology. The influence of my schoolteachers and growing up in an academic environment were additional catalysts that cemented my decision. I must say, this decision was the beginning of a very thrilling, adventurous, and fulfilling experience. 

In my graduate research, I studied cellular homeostasis by cross-talk of multiple signaling pathways. Cells are social entities, as their physiological existence is based on their communication with neighboring cells via signal transduction. The relatively simple outlook of a signal transduction pathway is fine-tuned to attain a specific developmental output. Several pathway-specific regulators control the specificity and longevity of a signal through various mechanisms, including signal cross-talk. During my doctoral work at Banaras Hindu University in India, I used the Drosophila model to identify many novel interacting partners of the Notch signaling pathway, such as TRAF6, Misshapen, Importin-a3, and Chip. TRAF6 and Misshapen are components of NF-kB and JNK signaling pathways in flies and mammals. I further elucidated the functional significance of these interactions by using genetics, cell biology, and molecular biology approaches. These studies identified TRAF6 and Misshapen as nodes of cross-talk among Notch, NF-kB, and JNK signaling pathways. Understanding these interactions and their developmental output provides better insight into cellular homeostasis and identifying pathway-specific drug targets for various human diseases such as inflammatory autoimmune diseases and cancer.

During my postdoctoral training in Denise Montell’s lab at the University of California, Santa Barbara, my work in Drosophila border cells unraveled a previously unidentified role of myosin in cell communication during collective chemotaxis. This study demonstrates that distinct and dynamic pools of myosin II regulate protrusion dynamics within and between collectively migrating cells and suggests a new model for the role of protrusions in collective direction sensing in vivo. Understanding the protrusion dynamics in collectively migrating cells provides further insights into cellular behaviors during developmental morphogenesis or disease conditions such as cancer metastasis.

My ongoing research aims to understand how cells coordinate the activities of cytoskeletal regulators in time and space to promote cell migration or engulfment in different contexts. Cells utilize the same cytoskeletal regulators to control cytoskeleton dynamics during cell motility and engulfment. The long-term goal of my research is to understand how cells decide to choose one behavior over the other and how these choices can lead to pathological conditions.

As a PhD-trained scientist, you have many career options. What interests you the most?

As a graduate student, I had the opportunity to interact with and motivate young students to pursue a career in science. As a result, several of my mentees are now pursuing PhDs and motivating the next generations towards research. Hence, I envision myself leading a research group that benefits society either directly, by engaging in basic and applied research, or indirectly, by mentoring young researchers to pursue a career in science. During the recent challenging times of COVID-19, I realized that, as scientists, we need to contribute collectively and sometimes race against time to realize the translational value of basic curiosity-driven research. For example, in my research, I use Drosophila as a model organism to study many cell behaviors. We found a potential clinical application of our study in enhancing existing immunotherapies. We have partnered with an industry to develop this into further treatments, and they have successfully raised funding and created a subsidiary start-up on this work. Hence, while I am inclined toward basic research in an academic setup, my training has exposed me to a system that can be efficiently utilized to bridge the gaps between basic and translational research. I am interested in building a research career where I can not only lead academic research, but also delve into and navigate an entrepreneurial pursuit.    

In addition to your research, how do you want to advance the scientific enterprise?

I was recently an interlocutor for a Career Exploration Panel discussion at the Drosophila conference, organized by the Career Development Subcommittee of GSA. The discussion revolved around how several industries can integrate basic research by partnering with universities/academic institutions or by developing incubation centers to bridge the gaps between basic science and translational research. Having many scientists engaged in basic research will create a more structured and collaborative environment involving multidisciplinary, highly specialized teams from academia and industry, thereby helping realize a real-world translational impact. Such initiatives can open avenues for increased funding and even new job opportunities for early career researchers within the academic setup. Such endeavors require the collective effort of academic, industry, and science policy leadership.

I attended a science policy workshop series by the Federation of American Societies for Experimental Biology, where I gained substantial knowledge of how the science works on the other side of the bench, and learned about budgeting, appropriations, and policies. As a basic science researcher who just transitioned into translational studies, I am aware that there is an immediate need for an effective science policy that balances funding for both these research arms. In the future, I plan to engage in meaningful discussion with stakeholders from academic administration, funding agencies, industry partners, and government regulatory bodies on formulating strategies that are tailored to the interests of early career researchers. A firsthand discussion with these groups will provide insight into commercial aspects of training and research that need to be integrated to make genetics and cell biology training and research “pan-disciplinary” in the future. We critically need a discussion on how a successful industry-academia partnership can help turn discoveries into innovations and generate an entrepreneurial ecosystem helpful to academic researchers. In addition, I would like to engage with early career researchers in discussing the potential of genetics-based academic research and training in addressing pressing issues that are currently the focus of major industries.

As a leader within the Genetics Society of America, what do you hope to accomplish?

As an active member of the Genetics Society of America for the past few years, I have gained enormous benefits in various avenues of my professional career. Hence, I would like to give back to the community and further the GSA mission. Much of the basic aspect of my research is focused on using model organisms such as Drosophila. The recent funding cuts by National Human Genome Research Institute and National Institute of Health have seriously hampered the ability of several model organism databases—such as FlyBase, WormBase, and Saccharomyces Genome Database—to run smoothly. As a leader within the Genetics Society of America, I have actively participated in and encouraged peers to engage with NIH to advocate sustained funding to maintain model organism databases, which are valuable resources to the genetics community. They are helpful for experienced researchers and are excellent resources for undergraduate researchers to develop hypothesis building, experimental design, data analysis, and interpretation skills. Through my GSA responsibilities, I will continue making efforts to protect these databases in the future.  

As one of the early career researchers of South Asian descent in the United States, I believe that representing all races, ethnicities, genders, colors, sexual orientations, nationalities, religions, and socioeconomic positions is a prerequisite for the holistic growth of the scientific community. Therefore, I make every effort to use inclusive language and cite the work of researchers from underrepresented groups within academia. As a leader within GSA, I hope to normalize these practices among the broader scientific community. I have honed my team-building, team-playing, public speaking and engagement, and networking skills during my time at GSA so far. Using these skills, I hope to network and build relationships with scientists from leading industries and engage with them in discussing how model organisms-based research can be successfully translated from bench to bedside.

I consider knowledge of science policy to be essential for informed researchers to serve the scientific community and the general public. This knowledge drives not just day-to-day science in the labs, but also the rationalization and compartmentalization of funding towards basic and translational research, the transformation of discoveries into innovations, the generation of an entrepreneurial ecosystem, and maintaining public and environmental health. During the COVID-19 period, I realized that effective science policy and its administration are prerequisites for mitigating the ongoing pandemic and any future calamity. Using the GSA platforms, I would also advocate for the importance of basic science funding in public and scientific spaces and with policy stakeholders. 

Previous leadership experience

• Organized and moderated the Workshop Wednesday series “Finance and digital health careers in biotech and pharma industries” workshop (March 8, 2023)
• Organized and moderated the virtual “Career Exploration Panel” at the 64th Annual Drosophila Research Conference (Feb. 27, 2023)
• Organizer/interlocutor for the Workshop Wednesday series, “Scientists with a career outside the lab” (Aug. 10, 2022)
• Organizer/interlocutor for the “Career Exploration Panel” at the 63^rd Annual Drosophila Research Conference (April 6-10, 2022)
• Ambassador for The American Society for Cell Biology (Nov. 2021-present)
• Associate Editor: 1. Journal of Cellular and Molecular Medicine (Dec. 2021-present) 2. 3 Biotech (Biomedical/Medical Biotechnology section) (Jan. 2022-present) 3. Journal of Ayurveda and Integrative Medicine (July 2022-present)
• Assistant Editor: Applied Biochemistry and Biotechnology (Applied Biotechnology for Diagnosis and Therapeutics section)
• Editorial board member: 1. All Life (Biochemistry, Cell and Molecular Biology section) (Nov. 2021-present) 2. Current Tissue Microenvironment Reports (Cancer Immunotherapy section) (Jan. 2022-present)
• Mentorship for California Alliance for Minority Participation Summer Research program (July 2017-Aug. 2017)
• Member of the GSA Awards Audit Focus Group and ASCB focus group

You can contact Abhinava on Twitter or on LinkedIn.

Julio Molina Pineda 

Policy and Advocacy Subcommittee

University of Arkansas

Research Interest 

My research interests focus on using model organisms to genetically dissect complex traits related to human disease. My main project consists of using yeast to elucidate the genetic basis of natural variation in resistance and susceptibility to the Parkinson’s Disease-related protein alpha-synuclein. This protein has been linked with neuronal cell death and its overexpression is a hallmark of Parkinson’s and other neurodegenerative diseases. Yeast can be used to model cellular death by alpha-synuclein toxicity, and we have created a panel of ecologically diverse wild strains to understand how and why some individuals might be more susceptible while others are more resistant to this protein’s toxicity. By elucidating the mechanisms behind these differences in resistance and susceptibility, we hope to set the foundations for possible treatment avenues.

As a PhD-trained scientist, you have many career options. What interests you the most?  

While I have been passionate about science and research since an early age, I am also interested in growing professionally in different aspects. My general career goal is to be a principal investigator at a top research university or institute, trying to figure out key insights for the betterment of our human species. Through rigorous scientific research, we can usually find the answers we need in order to move toward a prosperous future. Nonetheless, being a researcher goes beyond the bench itself and writing grants; I also aim to be the best version of a mentor that I can offer, ensuring that new generations of scientists are not only received with open arms but also benefit the most from their scientific path.  

In a similar manner, I am highly interested in improving the research enterprise in my home country, Honduras. Advanced scientific research is one of the hallmarks of any developed country; unfortunately, it is often last on the priority list of countries seeking to develop further. Honduras suffers from many ills, but corruption and a general disinterest (fueled mainly by the unfamiliarity of research) have made it hard to develop robust research institutes, with universities lacking resources to develop a comprehensive plan. I am thus highly interested in finding the resources necessary to develop a robust basic research institute in Honduras. This endeavor shall not only heavily benefit the scientific community, but it will also serve as an example of how, when given equal opportunities, everyone and anyone can contribute to the fabric of science. It is my goal to show, through exemplary scientific research, that incredible scientific insights will always be produced by those who practice science ethically—no matter their origin.  

In addition to your research, how do you want to advance the scientific enterprise?  

Besides research, one of my main goals is to become an expert on science policy and communication. As an international student, who also happens to be a minority from a developing country, I have unique perspectives on how the public views science and the intersection with policy and communication. Minorities are often omitted from discussions on science policy and communication strategies. I hope that being an expert in my field will help me create a sense of connection with the community, a connection that should help the layperson further their understanding of science. Sadly, we constantly see how difficult it is for policymakers to discuss science and all its potential benefits. Many current scientific issues exist in a grey moral zone, but policies are not catching up with new technologies. Moreover, articles are often too technical and complex, and summaries are usually made for the scientific community. We, therefore, need to explore ideas for communicating science in an accessible way for the general public. This dissonance between those writing the scientific articles and the general population has created an atmosphere of disinformation and mistrust in science. It is our responsibility as scientists to make sure that our findings are not only accurate and factual but also available and understandable to as many people as possible. Our goal should not simply be to publish data for the sake of publishing. Although furthering scientific understanding should always be a priority, scientists in all fields should seek a way to communicate their findings so that they can be understood, regardless of educational background. The scientific enterprise is in dire need of democratization, as right now the facts are available only to a select few with technical understandings. I wish to push for science-based policies that increase the accessibility and understanding of our findings and consider diverse opinions to settle ethical questions.

Similarly, increasing diversity and inclusion in genetics is another step to creating a truly democratic scientific enterprise. Too often, minorities and those from underrepresented backgrounds must work twice or thrice as hard to get the same benefits as their peers. Too often, this is seen as a sign of “hard work” and not for what it really is: an immensurable disparity in the access to knowledge and facts. I plan to not only be a researcher but also a constant activist for the complete democratization of science. By bringing more diverse ideas, insights, perspectives, and world views, we should be able to advance science exponentially, especially if we can amplify the scientific enterprise in places where it is currently inoperative.  

As a leader within the Genetics Society of America, what do you hope to accomplish?  

My experiences as an international student, an immigrant, and an individual with a historically disadvantaged background can bring new insights and perspectives to the initiatives that we develop together with the GSA. I will make sure that the perspectives of international scholars and historically disadvantaged scientists are considered in any decision-making. The international community brings a great deal of benefits to our genetics field, and we must take it into account for any initiatives. This program is an incredible opportunity to discuss with other like-minded individuals how to advance our field while securing equal opportunities for everyone. Through hard work and dedication, I plan to implement ideas and use the GSA networks to share those ideas with those who can make a difference. 

I would like to forward several initiatives, such as exploring ideas to communicate science in an easier way for the general public and using our current networks to develop a consensus on the ethical considerations of modern genetics. But beyond any specific deliverable or end-product, I hope that my involvement as a leader in GSA will highlight the importance of international scholars in creating a diverse and inclusive environment in our field. I also hope to bring attention to the untapped potential that exists in countries where genetics research endeavors are nonexistent or just developing. I hope that my experience and work in this great professional society will inspire others to make their voices heard and keep pursuing their dreams to the full extent.  

Previous leadership experience 

• University of Arkansas (Fayetteville, AR) – Biology Graduate Student Association Secretary, Biology Graduate Student Association President (current).
• Tri-Beta National Biological Honor Society – 2018–2019 South Central Regional President  
• University of the Ozarks (Clarksville, AR) – Student Government Association Senator, Student Government Association Secretary, founder and President of Ozarks Hispanic Society, American Chemical Society Chapter founder and President, several officer positions in additional organizations, student member of the Presidential Advisory Board.
• Macris High School (Honduras) – Student Council Vice-President, Student Council President.

We’re taking time to get to know the members of the GSA’s Early Career Scientist Committees. Join us to learn more about our early career scientist advocates.

Peiwei Chen

Accessibility Subcommittee

California Institute of Technology

Research Interest

Far from a harmonious place, the genome is a battleground, where every bit of DNA fights for inheritance and evolutionary survival. While most genes do so by conferring fitness advantages to the host, selfish elements cheat the process by enhancing their own transmission at the cost of the host, causing intragenomic conflicts.

My current work focuses on a specific type of intragenomic conflict between the host genome and transposons—a class of selfish elements that proliferate in the genome without immediate benefits to the host. To counteract the selfish action of transposons, animals evolve the piRNA pathway, which uses short stretches of non-coding RNAs, so-called piRNAs, to identify and silence transposons. Instead of being defeated, however, transposons constantly invent ways to evade host surveillance mechanisms, which trigger the host to innovate novel mechanisms to keep transposons in check. As a result, intragenomic conflicts spur cycles of innovations and counter-innovations in the genome, giving rise to a variety of genetic novelties within a short period of evolutionary time. My work aims to understand how intragenomic conflicts trigger innovations and how innovations, in turn, fuel intragenomic conflicts. In addition to the host-transposon conflict, I am also very interested in meiotic drives, intralocus sexual conflicts, and other types of intragenomic conflicts. Through studying different kinds of intragenomic conflicts, I hope to elucidate the evolutionary driving forces and molecular underpinnings of genetic innovations, ultimately gaining insights into why and how novelties arise in evolution.  

As a PhD-trained scientist, you have many career options. What interests you the most?

My career goal is to conduct curiosity-driven research at a university or research institute. Growing up, I have always been curious about the inner workings of life, and I enjoy wondering why life is the way it is. I was fortunate to be in a position to study what most interested me in college—biology—and I fell in love with the endless hypothesis-testing cycles, filled with hands-on experimentations. In academia, you can ask curious questions without needing a justification for how they could immediately translate to something profitable; yet, you know that by understanding how life works at a very fundamental level, your work will inform novel therapeutics and revolutionize future medicine. It is such a thrilling feeling when you discover something. You cannot wait to share it with everyone around you and the rest of the world—be it a new gene, a new pathway, or a new theory. I really enjoy doing basic biology research, so I hope to have a career in academia to keep doing what I love.

As I reflect on my journey, I come to realize just how many fantastic mentors and teachers I have had. I was given my first independent research project in my sophomore year, when I was in Tom Cheung’s lab at HKUST. Tom initially declined my request to do research in his lab, citing the lack of any advanced biology classes in my transcript, but instead of just turning me away, he invited me to meet him every week to discuss literature related to his work. He would walk me through every experiment in the paper and patiently explain the most basic concepts. Over time, I managed to overcome my fear of 20-page articles written in a language that, at the time, I still needed a dictionary to fully comprehend, so I finally convinced Tom to let me join his lab. I ended up making my first (small) discovery in his lab. Though it was never published, that project took a permanent place in my heart. I could go on and on about other amazing mentors and teachers in my life—Alex Hoffmann, Angela Stathopoulos, Alexei Aravin, Yukiko Yamashita… I tend to think that they shaped me into who I am as a scientist. Beyond my own personal experience, training the future generations of scientists is undoubtedly pivotal for our scientific enterprise, so I aspire to be a good mentor like the mentors I have had. As scientists, we have the duty to train future scientists, and that is an integral part of the job—arguably a part that is as satisfying and exciting as making scientific discoveries.

In addition to your research, how do you want to advance the scientific enterprise?

Talent is everywhere, but resources are not. The 21st century has witnessed some of the most disruptive technological advances that transform education. Unfortunately, educational disparities across the globe are restricting access to these advances and other educational resources. The western world is no exception to this haunting reality. In the United States, for example, educational inequality is significantly limiting upward social mobility, disproportionally affecting racial and ethnic minority groups and families facing socioeconomic barriers. This is a pressing problem for STEM education, where hands-on learning is critical to developing students’ interest and success in STEM subjects. Many public schools across the country lack the resources and proper infrastructure to provide students with hands-on and interactive science education. In the long run, such disparities in access to high-quality education that nurtures interests in STEM fields are widening the socioeconomic gap in our society, forming a vicious cycle with seemingly no exit.

I became increasingly concerned with this social issue of unequal access to educational resources after learning about my undergrad student’s personal experience. This student grew up in Central Valley, a region of California overshadowed by the more popular, attention-grabbing areas, such as Silicon Valley and Hollywood. In contrast to Los Angeles and other urban areas, Central Valley is dominated by agricultural sectors and scarce educational resources. Through ongoing conversations with my student, I was able to learn more about the challenges and constraints students dealt with there. I was saddened to hear that many lab classes in their high school were turned into free periods due to a shortage of functioning lab equipment and funding. This is in stark contrast to my educational upbringing and experience at Caltech, where I am privileged to enjoy curiosity-driven research and scientific discovery with few resource constraints. Hearing that a high school located two hours from Caltech has 40 students sharing one Bunsen burner in chemistry class was jarring.

To make hands-on science education more accessible for less-privileged students, I launched a new initiative at Caltech in early 2022 called Lab Equipment Access Program (LEAP). LEAP aims to help underserved public high schools get equipment and supplies from labs at Caltech. I envision LEAP to be a long-term hub on campus where surplus, functional lab equipment is collected and donated to public high schools in need. In addition to calling for donations, I am advocating on campus through educational events to raise awareness on unequal access to resources. To reach more people, I have built a website to promote LEAP and educate the public on the cause. I am also recruiting volunteers to join LEAP, aiming to create a ripple effect where more people at Caltech engage in tackling this social issue. By addressing the constraints posed by limited resources, I aim to empower students from underserved communities to make a “LEAP” towards their own goals. Ultimately, I hope to help create a future in which hands-on science education is accessible to everyone and talents everywhere can shine.

As a leader within the Genetics Society of America, what do you hope to accomplish?

As a member of the Accessibility Subcommittee at GSA, I hope to promote the accessibility of different scientific activities within the genetics community. I see many hidden barriers that prevent science and genetic research from being truly accessible to everyone, especially those with disabilities. A friend of mine has limb-girdle muscular dystrophy type 2A (LGMD2A), an autosomal recessive genetic disease caused by mutations of a single gene, calpain-3. Despite clear etiology, there is no cure for LGMD2A. Patients with LGMD2A suffer from progressive muscle weakness that sometimes only begins to manifest in their 20s, eventually making walking impossible. Being saddened by my friend’s situation, I have become even more concerned about many more people in our community who have disabilities in one form or another. My strong desire to help people from disadvantaged backgrounds has propelled me to find ways to help increase the accessibility for those often-ignored members of our community.

Working with staff at GSA, I am excited about a new workshop series called Accessibility in STEM (AiS) that we launched in late 2022. Through the AiS Workshop Series, we hope to explore different facets of accessibility challenges in STEM with diverse community members and discuss practical ways to tackle these challenges. We also plan to highlight the voices of people with disabilities in STEM, center their lived experiences, and motivate the community as a whole to work towards a future where genetics education and research are accessible for everyone. I also work with our subcommittee on a number of other initiatives: a new blog series on accessibility resources, reviewing project proposals to ensure the accessibility, advocating for accessibility changes in journals and conferences, and many more. I firmly believe that a future in which everyone is welcomed, supported, and celebrated in the genetics community is possible—and I work towards that future with my fellow geneticists at GSA and beyond through active advocacy.  

Previous leadership experience

• Founder and President, Lab Equipment Access Program (LEAP) at Caltech
• Head Student Ambassador, The Hong Kong University of Science and Technology
• Co-organizer, Cambodia Service Trip